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An 1859 fight over how to make matzah has lessons about the threat of AI today
(JTA) — In the last few months the world has been dazzled by an astonishing sequence of AI systems capable of performing all kinds of difficult tasks — writing code, composing poetry, generating artwork, passing exams — with a level of competence that rivals or exceeds what humans can do. The existence of these AIs has prompted all manner of soul-searching about the nature of humanity. It has also made many people wonder which human tasks are about to be taken over by machines.
The capabilities of these AIs are new and revolutionary, but the story of machines taking over human jobs is not. In Jewish history the most important story of that transition has to do with matzah, and it’s a story that carries important lessons for the present day.
Starting 164 years ago, dozens of European rabbis engaged in a furious debate that would not be fully resolved until the beginning of the 20th century. Matzah, which for millennia had been made by human hands in accordance with the narrow constraints of Jewish law, could now be processed with a series of machines that promised huge savings of time and money. As town after town adopted these machines, opposition began to rise, until it exploded in 1859 with the publication of “An Alert for Israel,” a collection of letters from prestigious rabbis, who adamantly argued that for anyone interested in following the laws of Passover a matzah made with a machine was no better than a loaf of bread.
The arguments for this position were many, but all will sound familiar to anyone following the AI conversation. Like today, some objected to the machines just because they were new and different, but most had more specific concerns. First, there was the matter of lost jobs. In many parts of Europe matzah was made by the poorest members of society, who were given the job as a way to help them raise money before one of the most cost-intensive holidays of the year. Ceding this job to machines would take work from those who could least afford it.
It takes about 20 seconds in a 1,300-degree, coal-and-wood-fired oven to bake shmurah matzah to perfection. (Uriel Heilman)
Beyond economics, there was concern that the machines just weren’t as reliable as people, especially given the rules around matzah-making outlined in Jewish law. What if bits of dough got trapped in the gears, quietly leavening for hours and unknowingly ruining whole batches of matzah in the process? What if the trays warmed the dough too fast? Without proper oversight, how could you trust your own food?
Finally, some objected to the loss of a literal human touch. Jewish law stated that matzah was supposed to be made by people who knew they were baking matzah. A machine, no matter how sophisticated, didn’t “know” anything. How could you eat matzah on Passover knowing that this most important food was made by a mindless machine?
The responses didn’t take long to arrive. “A Cancellation of the Alert,” a collection published the very same yearr, forcefully argued that machine matzah was perfectly fine — and possibly even better than the human product. No, inventions aren’t inherently bad. No, the machines wouldn’t harm the poor, because the machines made matzah less expensive for everyone. No, the machines weren’t prone to error — and they certainly weren’t more error-prone than lazy, careless humans. No, the machines didn’t know what they were doing — but the people who built them did, and wasn’t that enough?
The machines eventually won, but then something happened that I don’t think either side anticipated. With Manichewitz’s machine matzahs claiming most of the American market by the early 20th century, it was now the handmade matzah makers who were on the back foot; it was they and not the machines who needed to demonstrate that they were up to the difficult task of preparing this food with the efficiency and reliability of the machines.
The result is more than a little tragic. Matzah is the Jewish food with the deepest origins of all — deeper than brisket, deeper than latkes, deeper even than challah — and yet it is the ritual food most likely to be picked up at the supermarket and least likely to be made at home. While there are still communities today that exclusively eat handmade matzah, even this job is now largely outsourced to just a few companies that resemble their machine-driven counterparts in scale. While teachers will sometimes demonstrate how to make matzah for educational purposes, across the religious spectrum the era of locally made matzah is over.
Despite the fact that it’s hard to imagine a simpler baked good — matzah is just flour and water, and it’s literally illegal to spend more than 18 minutes making it — its production is treated as though it is only slightly less complicated than constructing a jet engine, and people are worried about shortages as though matzah were a natural resource or an advanced microchip. The transition has been so complete that we barely remember there was a transition at all.
Baked matzah coming out of the oven at Streit’s Matzo factory on Manhattan’s Lower East Side, date unknown. (Courtesy Streit’s Matzo)
Did the rabbis pushing for machine matzah know this was going to happen? Almost certainly not. The economic impact of machine labor is relatively easy to predict, but the psychological and cultural effects are a lot harder. There was probably no way of knowing how machines would change the way we thought about matzah in the long run, but today it’s clear that automating this ancient task has changed our own relationship to Passover’s central food — and because the change has resulted in a lot of alienation from matzah production, I’m not so sure it was a change for the better. Making matzah locally could have been a way to feel connected to the ancient Israelites, who left Egypt so fast that they didn’t have time to make anything else. Instead of emulating this ad-hoc food, we optimized it for cost and efficiency, in the process turning matzah into just another specialty cracker on the grocery store shelf. Was it really worth it?
It’s probably a bit much to say that OpenAI is just a modern Manischewitz, but the parallels between the debate about machine-generated matzah and the present debate about machine-generated everything are useful for considering how short-term policy choices around AI won’t necessarily capture all of the technology’s long-term effects on how human beings want to spend their time. When we relinquish an activity to an AI for economic reasons, we may eventually come to believe that humans are no longer qualified to do the task at all.
Then as now we must balance our economic needs against our ideas about what kinds of activities make for a good and fulfilling life.
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To Prevent Antisemitism in Schools Like Berkeley, Enforce the Rules Already on the Books
Illustrative: Demonstrators holding a “Stand Up for Internationals” rally on the campus of the University of California, Berkeley, in Berkeley, California, US, April 17, 2025. Photo: Carlos Barria via Reuters Connect.
At California’s Berkeley High School (BHS), teachers are interrupting their normally-scheduled classroom lessons to talk about the Iran war.
Given the Berkeley school district’s dismal record on antisemitism, will BHS once again become a venue for Israel-bashing, or even conspiracy theories that Israel manipulated the United States into attacking Iran? If signs of such activity emerge, what can be done to stop it?
Part of the solution — at least at the K-12 level — is simple: state and local governments must ensure that school districts enforce pre-existing constitutional constraints, state educational codes, and school district rules that prohibit indoctrination in the classroom.
Of course, that is not always so easy. One teachers’ group held a teach-in to address the purported causes of the October 7 attack, during which they shared curricular materials such as a guide to “settler colonialism” that defines Hamas as “a resistance movement” and tells students the United States only calls Hamas a terrorist organization because of its “measures against the occupation.”
Materials like these then make their way into BHS classrooms. One history teacher, who reportedly used antisemitic stereotypes in class, showed an anti-Israel video and required her students to respond to the prompt: “To what extent should Israel be considered an Apartheid State?”
When Jewish students complained, the Berkeley Unified School District (BUSD) simply transferred them out of her class. Also at BHS, according to the Brandeis Center complaint, an art teacher reportedly showed the class “violent, pro-Hamas videos.” The teacher also allegedly promoted student walkouts and demonstrations, and projected antisemitic images such as a fist punching through a Star of David. Jewish students were again transferred to a new class, only to find their new teacher wore Free Palestine stickers on her clothing.
What’s especially disturbing about these incidents is that the BUSD already has a policy in place to prevent this kind of ideological offensive material in the classroom. According to BUSD’s “Policy 6144: Controversial Issues,” when a teacher chooses to address such a subject, they should “ensure that all sides of a controversial issue are impartially presented,” and, “The teacher may not use his/her position to forward his/her own historical, religious, political, economic or social bias.”
According to a Supreme Court decision in Garcetti v. Ceballos (2006), such rules are consistent with freedom of speech because, when public employees are carrying out their official duties, their speech does not have the same First Amendment protection as private citizens. State governments have implemented regulations based on this principle.
Texas Educational Code § 28.0022 states that when teachers discuss a controversial topic of public policy, they should “explore that topic objectively and in a manner free from political bias.” Moreover, the code stipulates that teachers cannot assign tasks to students that involve political advocacy.
Similarly, the Florida State Board of Education issued Florida Administrative Code, Rule 6A-10.081, which stipulates that teachers shall not “unreasonably deny a student access to diverse points of view” or “intentionally distort or misrepresent facts concerning an educational matter.”
Yet without enforcement, such policies have little value.
BUSD parents have lodged more than 100 complaints of violations targeting Jewish students. Now, both the US Department of Education and the House of Representatives’ Education and Workforce Committee are investigating antisemitism in the BUSD. Parents have also brought a civil rights lawsuit against the district.
Clearly, school districts across the country should be enforcing policies against propaganda and bigotry in the classroom. But changing the ways of a resistant school district like BUSD is easier said than done. It will entail investigating and then educating the community about existing laws, rules, and codes pertaining to teachers’ speech and conduct. And it will involve persuading parents and students to work with civil rights groups and the local, state, and Federal governments to hold public teachers and administrators accountable.
Our country relies on its schools to endow students with the skills necessary for critical thinking and independent thought. If teachers themselves cannot rise above their prejudices and partisan sentiments, then American schools are not likely to turn out students resistant to conspiracy theories and propaganda.
Naomi Friedman is an Education Fellow at the Foundation for Defense of Democracies.
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Who Owns the Story? Israel Needs Images and Messages That Match the Palestinian Narrative
Protestors in Melbourne unfurl a watermelon banner in solidarity with Palestinian ‘resistance.’ (Photo: Screenshot)
In today’s hyperconnected world, legitimacy is no longer determined solely by history books or diplomatic recognition. It is shaped, distilled, and often distorted in the fast-moving currents of digital culture. Narratives are no longer argued — but they are absorbed, shared, and symbolized. And increasingly, they are decided not by depth, but by clarity and repetition.
For many who support Israel, this presents a growing challenge. The issue is not a lack of historical grounding or factual legitimacy. It is that these truths are not being communicated with the same force, simplicity, and creativity as competing narratives. In a landscape driven by visuals and emotion, complexity alone does not win attention.
At the heart of the matter lies an enduring reality: the Jewish connection to the land of Israel is ancient, continuous, and foundational. It predates modern political frameworks and is rooted in centuries of cultural, religious, and historical presence. This is not a claim constructed in recent decades; it is a defining element of Jewish identity itself.
Yet historical continuity does not automatically translate into contemporary resonance. In the digital arena, meaning is often assigned through symbols that travel faster than context. One of the more curious examples of this phenomenon is the rise of the watermelon as a political emblem.
Today, the image is widely recognized as associated with pro-Palestinian expression. But its origins are neither exclusive nor inherently political. The fruit itself traces back thousands of years to regions of Africa, long before it became entangled in modern symbolism. Its eventual adoption as a visual shorthand was shaped by circumstance, not destiny.
Rather than dismissing or avoiding widely circulated symbols, there is an opportunity to engage with them differently — and to embed them with alternative narratives. The goal is not to negate others, but to assert presence within the same visual language.
Currently, one of the obstacles facing pro-Israel advocacy is not a lack of material, but a lack of cohesion. Messaging often emerges reactively, responding to trends rather than shaping them. Meanwhile, opposing narratives benefit from clarity, emotional appeal, and visual uniformity.
That imbalance can be addressed by approaching communication not only as a matter of accuracy, but of strategy.
Facts remain essential — but in a digital environment, they must be paired with compelling storytelling and recognizable imagery. A well-crafted symbol can reach audiences that a detailed explanation never will.
Reframing something as simple as a watermelon is not about the object itself. It is about demonstrating that meaning is not fixed, and that narratives are not surrendered unless they are abandoned. Because ultimately, the question is not just who holds the stronger argument. It is who communicates it in a way that resonates.
To shape understanding, one must also shape the story.
Sabine Sterk is the CEO of Time To Stand Up For Israel.
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I’m a UMich Student: All Countries Are Welcome — Except Israel
Law enforcement clash with pro-Hamas demonstrators at the University of Michigan on Aug. 28, 2024. Photo: Brendan Gutenschwager/X
Tea time is my favorite part of each week. As the tea chair for the historic Martha Cook Building, an all-women’s dorm at the University of Michigan in operation since 1915, I have the joy of planning and hosting our weekly Friday teas.
Out of all our building traditions, International Tea is one of the most popular. Martha Cook residents (affectionately nicknamed “Cookies”) sign up to represent a country, and host a table offering information and a cultural snack. Friends are invited, foods from across the world are tasted, and on-campus cultural groups perform.
As I did last year, I signed up to represent Israel. I’m a Jewish student who is heavily involved in the pro-Israel community on campus, so naturally, Israel is the country I chose to showcase. The Monday before International Tea, the flags from each country went up. I smiled as I passed the Israeli flag on my way out of the building.
When I came back from the day’s classes, the Israeli flag was gone. I notified the Martha Cook House Board.
Fast forward to that Friday: the day of International Tea. After our weekly House Board meeting concluded, a representative from MHousing called me into another room.
“I just wanted to let you know before you set up for tea that someone has defaced your board.”
That morning, I was already worried that my Israel board (a tri-fold that each participant makes, celebrating the country’s culture) had been set up too early, since I had a feeling that someone might do something like that.
“What did they write?” I asked, “Free Palestine? Genocide? Apartheid?”
“No, they wrote, ‘Notable resident: Epstein.’”
That was not what I expected. Jeffrey Epstein has nothing to do with Israel. But that’s the logic now: lump together anything even remotely perceived as related to Judaism and pin the guilt on the Jewish State. On today’s campus, every grievance is interconnected — except, apparently, the one about Jews being targeted.
Police reports had already been filed for both the flag theft and the vandalism. This was just the icing on the cake for a week that had included both the official passing of a BDS resolution in our student government and the election of a new student body president who ran with the slogan, “Free laundry, free Palestine.” I would not be surprised if these anti-Israel “successes” emboldened the actions of the Martha Cook flag thief and vandal.
When I chose to represent Israel, I chose to represent a culture. I made no comment on the government nor any conflict. The reaction to the Israeli flag simply being displayed and the vandalism on my board are indicative of what campus has been like.
Since I first stepped on campus in August of 2023, I have found myself in an environment that emphasizes feelings over facts and political correctness over discussion. Even before the October 7th attacks, the campus culture was one in which it was taboo to push back on anything that did not fall into the popular narratives. The aftermath of October 7th pushed this to the next level.
Before Israel even responded to Hamas’ attack, protesters were calling Israel genocidal and advocating for the destruction of the country “from the river to the sea.” Thousands of students with no prior knowledge of Middle Eastern history or connection to the conflict began hopping on the anti-Israel bandwagon and marching around as “social justice” warriors.
The 2023-24 school year was the most divided, hostile environment I have experienced. When my friends or I tried to have conversations with people who were tagging along with the anti-Israel groups, we were either turned away, ignored, or had anti-Zionist buzzwords yelled at us. No one engaged with what we were actually saying. They just repeated slogans.
As campus calmed down, the performative activists largely moved on to trendier issues. But the small, dedicated group of anti-Israel agitators remains an active and insidious force.
There will always be those who are against us. What matters is that we, the Jewish community and our allies, stand up for the truth and for what is right. We must keep ourselves educated on the conflict. We must continue to host pro-Israel programming. We must have conversations when we can, respectfully engaging with those who disagree with us. We must do all of this while attending classes, keeping up with our studies, and cheering on our amazing Michigan sports teams (Go Blue!).
In a time when the future looks uncertain, I remain hopeful. Despite all of the hate directed at the Jewish community, I look around and see young, strong Jewish leaders stepping up and making a difference. We strive to be a light among the nations, and we are not going anywhere.
Addison Stone is a junior at the University of Michigan studying War & Conflict Studies and Theatre. She serves on the boards of Students Supporting Israel, Wolverine for Israel, and Michigan Israel Public Affairs Committee.