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How our Yiddish group uses the Forverts podcast to learn the language
When the Iowa City Yiddish Group began meeting at the start of the COVID-19 pandemic, I was one of the absolute beginners. Six years later, I lead the enthusiastic group of some 12-15 retirees and produce lesson plans for each class that incorporate a variety of activities to promote listening and Yiddish speaking skills.
Each class draws from printed, auditory, and visual texts: songs, excerpts from interviews in the Wexler Oral History Project at the Yiddish Book Center, advertisements in old issues of Der Forverts, poems, folk tales, film clips, and the like. For each text, I design activities to promote comprehension, get students interacting with the text and with each other, and learn a bit of grammar, much as I did for many years when I taught Spanish to college students.
When I discovered that the Forverts had introduced a podcast intended for intermediate-level students, Yiddish with Rukhl, I knew I could use it to help the group learn.
One of the challenges of working with authentic texts — that is, texts produced by native speakers for native speakers, not for language learners — is that they are often frustratingly difficult for students. In addition, there are particular challenges with texts that students listen to rather than read or view, since listening happens in real time with no way to pause to look up a word or ask a question, nor can listeners rely on visual elements (as one could do with a film) to get clues to meaning. But Yiddish with Rukhl avoids those issues.
The format is straightforward: In each episode, editor Rukhl Schaechter reads two articles on a topic clearly at a relatively slow pace. Because the articles were previously published in the Forverts, I could use the audio recording and printed texts in tandem, which our group particularly appreciates.
A frequent topic of conversation among language teachers is how to come up with class activities that can bridge the gap between students’ comprehension levels and texts that the students would struggle to understand on their own. This is especially true for authentic texts, but also applies to any text students find somewhat difficult. With the first podcast episode, devoted to coffee, I created activities for the first half of the first article, Di kave-hoypshtot fun der velt (“The Coffee Capital of the World”) by Leyzer Burko.
This was my lesson plan:
- I started with a pre-listening activity, whose purpose was to introduce students to the themes of the audio text so that some of the information they would then hear would already be familiar to them. In this case, I wrote some open-ended questions to get the students talking (oyf yidish) about their feelings about coffee as children, their current coffee-drinking routines, and what the term kave-kultur means to them. The Iowa City Yiddish group is made up of smart people, and they had a lot to say about coffee culture in Europe, both past and present, that they then heard in the podcast.
- Then, I played five minutes of the podcast, which corresponded to the first half of the article. Depending on the platform one chooses (Spotify, Apple Podcasts, etc.), you can modify the playback speed, which can be helpful if a group finds the pace too fast. Although the students had the printed text in front of them, I asked them to close their eyes and focus just on comprehension. A quick self-assessment revealed that most understood 70-80%, which I consider ideal for learning.
- I played the recording again, and this time asked the students to follow along in their printed texts and circle words they did not know.
- We then read the text aloud, stopping at words that needed explanation. Each time I asked someone who already knew the word to derklern oyf yidish; that is, explain the meaning of the word without recourse to English. Paraphrasing, or using language you know to explain something you do not have the words for yet, is a skill that language learners at all levels need, and it is also a way for me to conduct as much of the class as possible in Yiddish.
- Finally, I used the printed text to teach grammar. Our group has never warmed to learning grammatical patterns in isolation, so I have turned instead to teaching such topics as inflection of nouns and pronouns, word order, and separable-prefix verbs by showing students how they work in texts to make meaning. This activity is the only one we did in Yiddish; the rest of the class was conducted almost entirely in Yiddish.
When we worked on Zikhrones fun an unterban-pasazhir (“Memories of a Subway Passenger”) by Rukhl Schaechter, I opted to focus exclusively on listening comprehension. Rather than activities based on the printed text (lesson plan steps 3, 4 and 5), I designed a series of collaborative listening activities. The narrative structure of the article was a good match for collaborative listening, because events in chronological sequence are often easier to understand and remember.
After a couple of pre-listening activities to orient students to the content of what they were about to hear, they focused on understanding as much as they could while listening to the audio of the article.
I then divided them into breakout rooms, where their task was to collaboratively create a list in simple Yiddish of the pieces of information they had understood in the six-minute article. We then got back together and I played the audio again with the goal that they would confirm their comprehension, notice and understand what their group mates had contributed, and pick up additional new pieces of information. They then returned to their breakout groups to expand on what they had written earlier. The final step was to return to the whole group once again and combine the groups’ lists to recreate as full a picture as possible of the content of the article.
The members of the Iowa City Yiddish group have expressed enthusiasm for working with the podcasts, and I plan to design lessons for more of them over the coming months. The relatable topics, appropriate difficulty level, and clear audio quality make them ideal for a community Yiddish group.
The post How our Yiddish group uses the Forverts podcast to learn the language appeared first on The Forward.
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Cultural boycotts of Israel just reached peak absurdity
Nadav Lapid is a filmmaker whose work has become increasingly ferocious in its indictment of Israeli society, nationalism and moral self-deception. His latest film, Yes, is not a plea for Israeli innocence, but rather a savage, obscene, self-implicating reckoning with a country in which language, music, sex and grief have all been drafted into the service of monstrous affirmation.
That he was pushed out of a prestigious international film festival in the name of opposing Israeli state violence is not a victory for moral clarity. It is “an intellectual failure,” to quote an open letter that was published in Le Monde on June 9.
Here’s the backstory: Lapid, a dissident Israeli director based in France, was asked to serve on the jury of the international film festival FID Marseille. After his appointment was announced, the festival’s director, Tsveta Dobreva, started to receive phone calls objecting to the presence of an Israeli director on the film festival jury.
Dobreva initially stood by her decision, yet as pressure intensified, the festival and Lapid mutually agreed that he would give up the jury role. Instead, the festival envisioned a more limited role for Lapid in Marseille, in which he would present his first feature, Policeman (2011), followed by a public discussion. However, even this compromise continued to raise the hackles of those who felt that the mere presence of an Israeli filmmaker at FID Marseille was unacceptable.
After a dozen directors threatened to pull their films from the festival over his participation, Lapid exited — not, it seems, out of a desire to capitulate to his opponents, but rather because he felt insulted that so many in the global filmmaking community felt that his presence in Marseille was an instance of “artwashing” designed to deny, obscure or deflect from the crimes of the Israeli government and the IDF.
How does the presence of a dissident filmmaker make him the representative of the very state he critiques? One can argue about and with Lapid’s films. One can validly choose to love them, attack them or reject them. But first one has to watch them.
That point rests at the heart of the Le Monde letter defending Lapid, collectively signed by 10 prominent actors and directors including Natalie Portman and Jacques Audiard. The case against him is that for a blanket cultural boycott of Israeli artists, fueled by the fact that Yes received support from the Israel Film Fund.
What critics may miss: The Israel Film Fund operates independently of Israel’s government, albeit with taxpayer funding, and has supported films sharply critical of Israeli policy — including last year’s The Sea, an antiwar film about a Palestinian boy that won five Ophir awards, Israel’s equivalent to the Oscars. (After The Sea’s award night victory, Israel’s Culture Minister threatened funding cuts to the ceremony.) Le Monde even reported that the Israel Film Fund stepped in to provide 10% of Lapid’s budget for Yes after the European Union declined to support what they judged to be an anti-Israel project.
Lapid himself has not dismissed the boycott debate. He has called it serious, and has long supported political sanctions against the Israeli state. Nor does he appear to think of the filmmakers who oppose him as enemies. He has suggested that their actions come from powerlessness, anger and immense frustration at political inaction over Gaza.
But he understands that political frustrations can lead to censorship with far-reaching implications.“For a year, it was my film Yes that was being attacked,” he told Le Monde earlier this week. “And then, suddenly, my mere presence became unacceptable. I asked myself: What exactly do they want? That I stop making films? Should I leave France? How far will this go?”
Those are troubling questions. Answering them incorrectly — as Lapid’s critics have — risks turning film festivals into places to virtue signal and perform outrage, rather than opportunities to sit with art that fosters critical thinking and discrimination.
The most recent editions of the Berlin Film Festival illustrate that risk. Berlin has always been a deeply political festival, beginning with its Cold War origins. Since the Hamas attack of Oct. 7, 2023, the festival has been convulsed by furious debates set off by Israel’s war in Gaza, and amplified by the German government’s iron-clad support for the Jewish state.
Accusatory speeches, open letters and political threats have frequently upstaged the actors and filmmakers on the red carpet. The festival has become political in the way that a rally is political. Instead of the films themselves provoking complicated political conversations, the focus has increasingly been on the inability of the Berlinale — one of Germany’s foremost cultural institutions — to issue a robust defense of freedom of expression while respecting Germany’s historic responsibility to Israel.
Marseille risked a similar mistake. Dobreva, the festival director, warned that the boycott threats over Lapid prevented the festival from programming freely and serving as a place of free thinking. She is absolutely right. A film festival should be able to screen Palestinian films, condemn state violence, interrogate potential moral compromises in film funding and still hold clarity about the fact that an individual artist’s value cannot be reduced to the birthplace listed on his passport.
The collective Palestine Will Save Cinema, which agitated against Lapid’s presence at Marseille, argued that placing Palestinian and Israeli narratives side by side risked turning the devastation of Gaza into a tidy exercise in balance, as if symmetrical programming could smooth away asymmetrical suffering.
That argument is guilty of its own kind of cultural flattening. Lapid’s films have been arguments with and against the country that formed him. In Synonyms (2019), an existential tragicomedy that is Lapid’s most incisive investigation into Israeli and Jewish identity, a young man moves to Paris after completing his military service. There, he tries — and ultimately fails — to transform himself into a Frenchman by repudiating the Hebrew language and severing ties with his family.
In Ahed’s Knee (2021) an Israeli filmmaker is incensed after being asked to choose from a list of approved discussion topics for a Q&A about his work at a community library. The filmmaker’s protest against government censorship swells into a scorching, self-destructive tirade against Israeli culture, with righteous anger warping into paranoia and cruelty.
When I interviewed Lapid about Ahed’s Knee in Cannes, where the film won the jury prize, the director told me that making the film had allowed him to think through a number of tough yet vital questions: “What does it mean to be good in a bad place? And what does being right matter when it detaches you from your most human instincts?”
He added that sick societies present people with bad choices, where “the normal option doesn’t exist.” Yes is the most extreme form he has given to that idea. In Munich, he said the film is vulgar, noisy and brutal because the “collective soul” it depicts is vulgar, noisy and brutal — and because he, too, is “part of the sickness.”
Rejecting false equivalences is not the same thing as reducing every Israeli artist to an emissary of state violence. Film festivals exist, in part, to teach us to see such distinctions. To exclude an artist of Lapid’s stature, temperament and talent is to admit that we no longer trust art, or ourselves, to withstand complexity and contradiction.
Lapid’s case reveals this category error with special force.
The post Cultural boycotts of Israel just reached peak absurdity appeared first on The Forward.
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The Jewish friendship that let David Hockney experience ‘dangerous perfection’
Think of the British painter David Hockney, who died Thursday at 88, and you think of color. 1967’s “A Bigger Splash,” almost certainly his most famous work, is a study in blue so profound that it’s nearly synesthetic: The pool is such a saturated cool that you can feel the water lap your feet, and the sky so rich with California sunlight that your shoulders burn. When Hockney turned more toward landscapes in later years, trees came in every color of the rainbow — here a pink trunk, there a purple — and roads were streaked salmon and teal.
Which makes it stranger that one of the works of his that I find most evocative has no color at all. It’s a 1975 pen and ink drawing of the American Jewish artist R.B. Kitaj, one of Hockney’s dearest friends, sitting on a bench outside an art school in Vienna.
Kitaj, head propped in his hand, looks out toward the left side of the page. His face is the lone area of detail in a scene thrown together with brisk, expressive lines. There is a sense of place around him, but that place is in the act of disappearing. As the scene spreads to the right and lower edges of the page — the areas that would fall outside Kitaj’s line of sight — it ceases to exist. Kitaj’s bench is slatted, rounded and real, but the bench abutting it is depicted in a few brief strokes. The buildings and street are sketched with light attention within what seems to be Kitaj’s periphery line, and are nonexistent beyond it.
The picture is a study of a man in deep focus. Hockney draws Kitaj’s head — and by inference, everything within it — as real and lifelike. But beyond the scope of Kitaj’s vision — the material the world presents him, possibly to be made into art — Hockney shows his surroundings as being valuable only as perspective lines, helping to situate the subject in space.
To be caught thinking is a vulnerable experience. To have someone restore your sense of your own physical self is a shock. By sketching Kitaj in his moment of remove, Hockney gave a renowned and somewhat glamorous friendship a sense of life. And he gave a sense of life, too, to the thing that made his own art so attractive: the impression of a rare and gorgeous intensity of vision, one that could draw a viewer’s attention so completely that it seemed what was on the canvas was the only real thing on earth.
In his drawing of Kitaj, the line is blurred between his subject’s concentration and his own. Is it really that Kitaj is so immersed in the act of seeing — or that Hockney is, his gaze so rapt upon his friend as to make him able to capture, briefly, what it was like to see through Kitaj’s eyes?
From the first days of their friendship at the Royal College of Art, Hockney and Kitaj existed on two planes for one another: human and artistic. As each worked to find the right way to reflect their own humanity in their art, their concepts of both themselves and their work influenced one another. “I was painting about my Jews and my books and Hockney was just coming out of the closet, so I said paint that,” Kitaj once said. And another time: “He switched to his gay culture as I began on my Jewish culture in its first forms.”
When Kitaj married the painter Sandra Fisher in 1983 — after Hockney introduced them in the 1970s — Hockney was his best man. “Those orthodox Rabbis had never seen such a gang under the chuppa,” Hockney told 032c magazine in 2025. At that moment, he said, “life for me had reached a dangerous perfection.”
A “dangerous perfection.” What did that mean? I see a glimpse of the answer in Hockney’s drawing of Kitaj — a sense of connection so complete as to threaten the boundaries of selfhood. At Kitaj’s wedding, Hockney experienced that threat as a kind of transcendence: Look, how wonderful being alive among other people can be. The experience captured in his drawing of Kitaj is different, but related. It’s that of a kind of looking, and seeing, that briefly gives total knowledge.
That kind of completeness is one of the aims of friendship, and also of art. There will be much to miss about Hockney, an artist who was easy to love. But the rare experience of absolute immersion that his best work gave its viewers may have made, out of all he accomplished, the biggest splash.
The post The Jewish friendship that let David Hockney experience ‘dangerous perfection’ appeared first on The Forward.
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Aristotle, Jewish ethics and the vexing case of Graham Platner
In last Tuesday’s Democratic Senate primary in Maine, nearly three quarters of voters decided that Graham Platner — Iraq War veteran, oysterman, Reddit misogynist and SS tattoo bearer — was their best hope to defeat the Republican incumbent, Susan Collins, come November. While the result was wildly cheered by his supporters, other Democrats and independents were left deeply uneasy.
There are good reasons, philosophical no less than political, for this disquiet. For some Democrats, the winning approach to the election is not necessarily one that leads to victory, but instead one that leads from virtue.
Much attention has been given to the political issues raised by Platner’s candidacy. His embrace of economic populism and excoriation of our country’s oligarchy, his denunciation of forever wars and defense of the common man were and remain compelling stances. That Platner speaks his own mind, and does so simply but rarely simplistically, rather than from a script bolted together by handlers, is clearly a plus as well.
But the matter of his character also raises a serious ethical issue not just for Platner, but also for those who voted for him this spring and plan to do so again this fall. It is less a matter of achieving a good result, than of affirming the good itself.
Moral philosophy comes in three flavors: consequentialism, deontology, and virtue ethics. For reasons of space, let’s focus on the first and last. As the name suggests, consequentialism focuses not on the means but instead on the ends. But this does not mean, as some think, that any end can justify any means. Instead, philosophical consequentialists argue that acts must be judged by a simple measure: seeking the greatest good at the least moral cost.
For a hypothetical example, say I have a student who is floundering in one of my classes. They are doing their best, but for various reasons their best will probably not help them avoid a failing grade. Afraid to disappoint or depress the student, I allow them to continue in the class. Consequently, the student sinks rather than swims by semester’s end. Or, instead, I can sit down with the student earlier in the semester and suggest that they withdraw today and try again a later day when they are better prepared. The result is the least cruel and most good: some suffering in the short term rather than greater suffering in the long run.
Yet, consequentialism can be complicated. Consider the election of John Fetterman to the Senate in 2022. Faced by the prospect of voting for the Republican candidate, Democrats and independents gave Fetterman the winning margin despite a stroke he suffered during the campaign, one that raised serious questions about his capacity to hold the office. For reasons that are hard to parse, Fetterman has since broken with his fellow Democrats on several vital issues.
Rather than realizing the greater good, some Pennsylvania voters may now realize their reasoning was misplaced.
This brings us to virtue ethics, which is now enjoying a second wind among moral philosophers. Inspired by Aristotle’s Nicomachean Ethics, virtue ethicists are less concerned with actions than they are with character. As the philosopher Todd May writes in his book The Decent Life, the key question for consequentialists (and deontologists) is “How should I act?” But for those who promote virtue ethics, the question is “How should I live?”
By this, they mean what Aristotle seems to have meant: how can we live a happy or flourishing life? The answer is by living that life in accord with virtue.
Simply put, virtues are those traits of character — think bravery and constancy, sagacity and generosity—crucial to human flourishing. And to flourish as humans requires a deep disposition to see and feel, choose and respond to the world and others in ways that align with those virtues. In the words of the late Alasdair MacIntyre, the philosopher who reintroduced virtue ethics to modern readers, “The exercise of the virtues is itself a crucial component of the good life for man.”
Inevitably, just as with the other ethical theories, there are problems with virtue ethics. But there are also advantages, principally that it seeks to build character rather than build a calculus of the highest good. This brings us back to Graham Platner. What is at issue with his campaign is not just the character of the candidate, but the character of the nation we wish to realize. The unavoidable question is not whether the ends justifies the means, but whether the means justifies the end—in this case, a nation dedicated not to winning a Senate majority, but to one dedicated to reversing the waning of virtue. Even if this means giving Susan Collins 6 more years.
Modern Jewish thinkers find ties between pagan and Jewish ethics. Yonatan Brafman, who teaches at the Jewish Theological Seminary, points to fascinating parallels between the writings of Aristotle and the medieval philosopher Moses Maimonides. The latter, Brafman suggests, sought various ways to encourage the practice of generosity. “Fulfilling the commandment of matanot le-’evyonim (gifts to the poor) and even prioritizing it over other commandments both expresses and fosters the virtue of generosity,” Brafman writes. “Moreover, in Maimonides’ view, this virtue is central to human flourishing. Generosity enables an individual to achieve divine joy.”
Of course, the exercise of generosity should apply to Platner, a man who insists that he has changed. Come November, we will learn whether this is true for our nation. As for Platner, who insists he has changed, it may take much longer for all of us to know.
The post Aristotle, Jewish ethics and the vexing case of Graham Platner appeared first on The Forward.

