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The first Passover haggadah in Ukrainian marks a community’s break with Russia
(JTA) — For Michal Stamova, the challenge of translating Passover’s core text into Ukrainian started with the title.
The haggadah — the book containing the Passover story — starts with an “h” sound in both Hebrew, its original language, and English. In Russian, the primary language of organized Jewish life in Ukraine until recently, there is no such sound, so the book has long been known there as an “agada.”
Ukrainian does have an “h” sound. But the character representing that sound conveys a different sound in Russian: a “G.” So for many Ukrainian Jews, the cover of Stamova’s translation will read as “Gagada.”
The journey of that single sound reflects the complexity of the task Stamova took on to aid Ukrainian Jews celebrating Passover a year into their country’s war with Russia. A musicologist from western Ukraine who fled to Israel shortly after Russia’s invasion, Stamova was recruited to create a Ukrainian-language haggadah, a powerful sign of the community’s rupture with its Russophone past.
Stamova knew she wanted to base her translation not off the preexisting Russian translation, but from the original Hebrew and Aramaic. That proved challenging because much of the text of the haggadah is lifted from other sources in Jewish canon, but Jewish translations of those texts to Ukrainian are only underway now for the first time.
“At first, it was very difficult to start, because we don’t have the sources in Ukrainian,” Stamova said. “We don’t have Torah in Ukrainian. We don’t have Tanakh in Ukrainian. It was very difficult to know what words to find.”
Stamova’s text, titled “For Our Freedom,” was released online earlier this month in advance of the Passover holiday that starts April 5. It is one of a growing number of efforts to translate Jewish texts into Ukrainian. Translators affiliated with the Chabad-Lubavitch movement have produced a book of psalms and are working on a daily prayer book, with their sights set on a full translation of the Torah. An effort is also underway now to translate a chapter of a newer text associated with Yom Hashoah, the Jewish Holocaust memorial day, in advance of its commemoration this year on April 18.
The absence of those texts until now, despite Ukraine’s significant Jewish population, reflects the particular linguistic history of Ukrainian Jews. Under the Russian empire, Jews living in what is now Ukraine in the 19th century tended to adopt Russian rather than Ukrainian, usually in addition to Yiddish, because Ukrainian was perceived as the language of the peasantry and conferred few benefits. That tilt became more pronounced after World War II and the Holocaust, when Yiddish declined as a Jewish vernacular and Russian became the main language of the Soviet Union. The history helps explain why, even as the number of Ukrainians speaking Russian at home fell sharply over the last decade, Jews remained largely Russian-speaking. (Russian and Ukrainian are related linguistically, though their speakers cannot understand each other.)
A sample page of text from the haggadah. (Courtesy of Project Kesher)
Over the past 30 years, the vast majority of printed material used by Ukrainian Jewish communities, including haggadahs for Passover, were created in Russian by groups such as Chabad, which is the main Jewish presence in both countries. But after Russia’s invasion, those materials became a liability at a time when being perceived as having ties to the enemy could be dangerous.
Indeed, Russia’s invasion of Ukraine last year prompted many Russian-speaking Ukrainians to switch languages as a marker of national solidarity — and sparked a push to translate Ukraine’s Jewish life into the Ukrainian language.
“Ukrainian Jews always spoke Russian. That really was the norm. With the advent of the escalation of the war, that has shifted, and Ukrainian Jews who are in the country are shifting as fast as they can over to Ukrainian,” said Karyn Gershon, the executive director of Project Kesher, the global Jewish feminist nonprofit that commissioned the new haggadah.
Gershon said the haggadah offers an opportunity to elevate a Ukrainian Jewish identity in other ways, such as by including tidbits about famous Jewish writers from the area that comprises modern Ukraine who in the past might have been characterized only as “Russian.”
“In most of the Jewish world, the things that make a haggadah unique are the special readings,” Gershon said. The new Ukrainian haggadah includes alongside the traditional text, she said, “prayers for the defenders of Ukraine, prayers for peace in Ukraine, but also [passages] reclaiming writers who were always categorized as Russian, but because they came from places like Kyiv, Odessa and Berdichev, are more accurately Ukrainian.”
For example, the haggadah includes passages from the 1925 book “Passover Nights,” by Hava Shapiro, a Kyiv-born Jew and journalist who authored one of the first Hebrew-language diaries known to have been written by a woman.
The additions offer an element of pride for some of the Ukrainian Jews who plan to use the new haggadah.
“It is bringing you to the roots of those Jews who were living here before the Holocaust,” said Lena Pysina, who lives in Cherkasy, southeast of Kyiv. “It’s about rebuilding the Jewish communities in Ukraine as ‘Ukrainian Jews.’”
Pysina said the switch to Ukrainian and the embrace of Ukrainian Jewish history in some ways echoed the themes of the Passover story, which describes the Israelites fleeing slavery in Egypt.
“It’s like an exodus for us. It is not comfortable, because we get used to what we get used to. But we have to be proactive, we have to find our identity,” she said. “It took us 70 years of Soviet times to … celebrate the Jewish holidays and Jewish traditions. And it took us 30 years to understand that we have to build Ukrainian Jewish communities, too.”
Those communities are very much in flux a year into the war, with millions of Ukrainians internally displaced or having relocated overseas. Stamova undertook the haggadah project from Israel, where she is one of an estimated 15,000 Ukrainians who arrived since February 2022.
Stamova grew up in western Ukraine, where the use of the Ukrainian language is more common than in the east. Like most other Ukrainian Jews, she still grew up speaking Russian at home, but her school, university and most of her life outside the home was conducted in Ukrainian. That made her a natural fit for the translation project, along with her background in Jewish liturgy, which she had studied at a Conservative yeshiva in Jerusalem.
Over the past 30 years, the vast majority of printed material used by Ukrainian Jewish communities, including haggadahs for Passover, were created in Russian. (Courtesy of Project Kesher)
The challenges went beyond phonetics. One frequent question was whether to use Russianisms that are widely known in Ukrainian and would be more easily understandable to a Jewish audience, or to use uniquely Ukrainian words.
The most difficult section of the text, she said, was Hallel, the penultimate step of the Passover seder. Hallel is a lengthy song of divine praise heavy with poetry and allegorical language — making for challenging translation work in any language.
Stamova said she sought to stick to the traditional understanding of the text while also making some adjustments for the contemporary seder attendee. For example, the section of the haggadah about the “four sons” with varying relationships to Judaism is rendered gender-neutral and changed to the “four children” in Stamova’s translation — an adjustment that has been made in other languages, too.
Most of all, Stamova said, she hopes the haggadah offers some solace to Ukrainian Jews whose entire lives have been turned upside down.
“The Jewish tradition of Pesach is that we every year have to remember that we escaped from Egypt, from slavery. It’s very therapeutic,” Stamova said, using the Hebrew word for Passover. “How is it like therapy? Yes, we every year remember this difficult story, but then we have a plan for the future, we say next year in Jerusalem. So we have to have a plan. We have to see the future.”
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As the last generation of Holocaust survivors die, is AI the future of Holocaust education?
At a Brooklyn synagogue on a recent Monday afternoon, a video of Holocaust survivor Sonia Warshawski played on a two-foot-tall box. Seated in a leopard-print chair, her hands folded in her lap, Warshawski blinked and nodded her head expectantly on a continuous loop.
“Did anyone else from your family survive?” a Hebrew school student asked the AI-powered avatar.
The video cut to a separate clip. Warshawski said she and her sister had survived. Her brother, mother and father did not.
Warshawski, who survived three concentration camps and ran a tailoring shop in Kansas City until 2023, had made it part of her life’s mission to tell her story wherever she could. She spoke with students, filmed the 2016 documentary Big Sonia about her life, and was even a guest speaker at a local prison.
But Warshawski knew she wouldn’t live forever. So in 2021, with the help of the interactive media company StoryFile and her granddaughter’s production company, Inflatable Film, Warshawski recorded answers to hundreds of questions about her life, from “What do you remember about the death march?,” to “Why do you like leopard print so much?” Those answers were loaded into an AI-powered avatar of Warshawski that can converse through a video screen, which debuted as an exhibit at the Museum of Kansas City last year.
The technology also caught the attention of the Blue Card, a nonprofit that provides financial assistance to Holocaust survivors in need. The organization adapted it into a portable format and brought the virtual Warshawski to 20 schools and community centers across the New York area over the past year, with plans to expand nationwide. A parallel effort from the USC Shoah Foundation, called “Dimensions in Testimony,” also enables students to have conversations with virtual versions of Holocaust survivors.
The initiative reflects recognition that as survivors age, a model of Holocaust education built on firsthand testimony will be increasingly difficult to sustain. No lesson plan can match the impact of hearing directly from survivors, many of whom dedicate their golden years to speaking tours retelling their traumatic stories. But 90% of the world’s roughly 200,000 living Holocaust survivors are projected to die in the next 15 years. And for aging survivors — who have already lost so much of their lives to violence and deprivation — the weight of transmitting Holocaust memories to the next generation is a burden they cannot shoulder alone.
“It’s absolutely the future of Holocaust education,” said Masha Pearl, the Blue Card’s executive director. “It actually is as close as possible to hearing a live survivor speak.”
Warshawski’s story
Warshawski grew up in Międzyrzec, Poland, and was 17 years old when she and her family were forced into a ghetto. Sonia and her mother were deported to the Majdanek death camp, where she watched Nazis march her mother to her death via gas chamber. Warshawski was then sent to Auschwitz-Birkenau, where she was forced to spread her fellow prisoners’ ashes as fertilizer, and then to the Bergen-Belsen concentration camp, where she was shot in the chest on liberation day.
She recovered and met her husband, John, at the Bergen-Belsen displaced persons camp. The couple moved to Kansas City in 1948.
Using AI technology, students can ask the virtual Warshawski about all of those harrowing moments — with the added benefit that the real-life Warshawski only had to recall them once.
Many survivors “suffer from depression and PTSD, and it’s very difficult for them to recount these extremely painful experiences,” Pearl said. “This actually bypasses that in a way.”
The interactive element is also engaging for kids, Pearl said. At the Conservative synagogue Temple Sholom, after watching Big Sonia, nearly all 25 students ages 10 to 13 — half from the parochial school at the church across the street — raised their hands to ask the virtual Warshawski a question. A few students stayed after the programming had formally ended to ask more.
“It’s the same thing I heard from my uncle’s great grandpa,” said fifth-grader Noah Stein, who attends Hebrew school at Temple Sholom. “It’s amazing — I’ve never seen something like that.”
An imperfect technology
Warshawski, now 100 years old and still going strong, celebrated her birthday in November at a party with more than 1,000 people. But she doesn’t have as much energy as she used to and was unavailable to interview for this piece. So I interviewed her avatar instead.
My question — how she felt about her memory being preserved through AI — triggered an unrelated response.
“After we left [Majdanek], there were still people there, and I must tell you, one day when I was…”
“Can we pause this?” said Rechan Meshulam, special projects director at the Blue Card, who operated the technology at Temple Sholom.
Meshulam said the system had not matched my question to the correct response. She then manually selected the closest question, “Are you glad that you recorded this with StoryFile?”
“I feel this is a very important thing for the people in the world, not to forget and [to] read more about it. Read more history,” Warshawski said. “I’m very grateful that I had a chance to do it. I am thanking the Almighty for it, to give me the strength still to go on.”
The initial mismatched response illustrated the technology’s limits: Warshawski can only answer questions that StoryFile asked her during the original interview in 2021. If a question is similar enough, the AI is designed to redirect Warshawski to the appropriate answer. But this didn’t seem to work in practice. Whenever a student asked a question outside the suggested question bank, operators had to ask the student to rephrase — or pause Warshawski and jump in with their own knowledge about her story.
But according to Pearl, the limited scope of questions is a feature, not a bug. Limiting Warshawski to questions she actually answered prevents her words from being taken out of context or misconstrued, Pearl said.
“Sonia cannot tell you what the weather is today, what her thoughts are on politics — anything that’s really current,” Pearl said. “She can only speak to her experience.”
Not everyone draws the same line. Last year, a Utah-based tech startup called SchoolAI drew controversy for its AI-generated version of Anne Frank, which spits out responses that Frank never wrote herself. Henrik Schönemann, a German historian who tested the chatbot, found AI-Frank avoided holding Nazis responsible for her death and spun her story in an overly positive light.
“How anyone thinks this is even remotely appropriate is beyond me,” Schönemann posted to social media, adding that the technology “violates every premise of Holocaust-education” and amounted to “a kind of grave-robbbing.”
SchoolAI, which also offers the ability to chat with historical figures such as Alexander Graham Bell and Frederick Douglass, said it was implementing additional safeguards to help characters more directly address difficult questions.
I asked SchoolAI’s Anne Frank chatbot about how Frank feels about comparisons between ICE agents and the Gestapo. She didn’t take the bait.
“That’s a difficult question. When I lived in hiding, the Gestapo and police searched for people like us because of who we were, not because we had done anything wrong. I was always afraid,” AI-Frank wrote. “I believe it’s important to treat people with humanity and fairness, no matter their situation. What matters most is how we treat one another, especially those who are vulnerable.”
Yet even with careful control over the accuracy of testimony, some educators are uncomfortable with the idea of immortalizing Holocaust survivors in an interactive form.
In a research paper titled “Creating the ‘virtual’ witness: the limits of empathy,” Corey Kai Nelson Schultz argues that digital versions of Holocaust survivors can have the effect of undermining empathy. Viewers may treat the avatars more like virtual assistants than people, he wrote, and could be tempted to gamify the experience or test the technology’s limits.
Schultz told the Forward he prefers more traditional forms of Holocaust education — seeing artifacts like survivors’ shoes or toys, or watching video testimonies — mediums he believes better capture survivors’ humanity.
But the technology’s novelty was part of the appeal for Warshawski’s granddaughter, Leah, who directed Big Sonia — and said the AI component is just one more way to ensure her grandmother’s story lives on.
Warshawski “does authentically, passionately believe that everybody needs more education, and specifically, Holocaust education. And if this is the way to do it in the future, then so be it,” Leah told the Forward. “You know, ideally, everybody would be able to read more books.”
Pearl said the survivors she works with also have a different set of worries.
“We actually didn’t hear any ethical issues or concerns,” Pearl said. “The concerns that we heard were, Who will tell my story after I’m no longer here?”
The post As the last generation of Holocaust survivors die, is AI the future of Holocaust education? appeared first on The Forward.
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Board of Peace Members Have Pledged More Than $5 billion for Gaza, Trump Says
A drone view shows the destruction in a residential neighborhood, after the withdrawal of the Israeli forces from the area, amid a ceasefire between Israel and Hamas in Gaza, in Gaza City, October 21, 2025. Photo: REUTERS/Dawoud Abu Alkas/File Photo
US President Donald Trump said Board of Peace member states will announce at an upcoming meeting on Thursday a pledge of more than $5 billion for reconstruction and humanitarian efforts in Gaza.
In a post on Truth Social on Sunday, Trump wrote that member states have also committed thousands of personnel toward a U.N.-authorized stabilization force and local police in the Palestinian enclave.
The US president said Thursday’s gathering, the first official meeting of the group, will take place at the Donald J. Trump Institute of Peace, which the State Department recently renamed after the president. Delegations from more than 20 countries, including heads of state, are expected to attend.
The board’s creation was endorsed by a United Nations Security Council resolution as part of the Trump administration’s plan to end the war between Israel and Palestinian Islamist group Hamas in Gaza.
Israel and Hamas agreed to the plan last year with a ceasefire officially taking effect in October, although both sides have accused each other repeatedly of violating the ceasefire. According to Gaza’s Health Ministry, more than 590 Palestinians have been killed by Israeli troops in the territory since the ceasefire began. Israel has said four of its soldiers have been killed by Palestinian militants in the same period.
While regional Middle East powers including Turkey, Egypt, Saudi Arabia, Qatar and Israel – as well as emerging nations such as Indonesia – have joined the board, global powers and traditional Western US allies have been more cautious.
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Why a forgotten teacher’s grave became a Jewish pilgrimage site
Along Britton Road in Rochester, New York, a brick gatehouse sits across from ordinary homes. Beyond it lies Britton Road Cemetery, its grounds divided into family plots and sections claimed over time by Orthodox congregations and fraternal associations, past and present. Names like Anshe Polen, Beth Hakneses Hachodosh, B’nai Israel, and various Jewish fraternal organizations are found here.
On the east side of the cemetery, a modest gray headstone draws visitors who do not personally know the man buried there, who were never taught his name in school, and who claim no personal connection to his life. Some leave notes. Some light candles in a small metal box set nearby. Others whisper prayers and stand for a moment before going. They come because they believe holiness can be found here.
The grave belongs to Rabbi Yechiel Meir Burgeman, a Polish-born teacher who died in 1938. He did not lead a major congregation or leave behind an institution that bears his name. And yet, nearly a century after his death, people still visit.
Over time, Burgeman has come to be remembered as a tzaddik nistar, a hidden righteous person, whose holiness is known through their teaching and daily life rather than through any title or position. His grave has become a place of intercession. People come to pray for healing, for help in times of uncertainty, and for the hope of marriage. What endures here is not an individual’s biography so much as a practice: the belief that a life lived with integrity can continue to shape devotion, even after the body has been laid to rest.
In life, Burgeman was not known as a miracle worker or a public figure. He was a melamed, a teacher of children, living plainly among other Jewish immigrants in Rochester’s Jewish center in the early decades of the 20th century. At one point, he was dismissed from a teaching post for refusing to soften his instruction. He later opened his own cheder, or schoolroom. There was no congregation to inherit his name, no institution to archive his papers. When he died, he was buried in an ordinary way at Britton Road Cemetery, one grave among many.
What followed was not immediate.
Remembered in return
The meaning attached to Burgeman’s resting place accumulated slowly. Stories began to circulate. People spoke of his kindness, his discipline, his integrity. Over time, visitors came. The grave became a place not of answers, but of belief. For generations, this turning toward the dead has taken this same form. It is not worship. It is proximity. A way of standing near those believed to have lived rightly, and asking that their merit might still matter.
In Jewish tradition, prayer at a grave is a reflection on those believed to have lived with righteousness, asking that their merit accompany the living in moments of need. Psalms are traditionally recited. Words are often spoken quietly.
I have done something similar too. Years ago, before I converted to Judaism and before I had the means to travel, I sent a written prayer through a Chabad service that delivers letters to the grave of the Lubavitcher Rebbe in New York. Someone else carried it. I cannot say with absolute certainty what happened because of it. Only that the practice itself made space for hope that I was seen, and that a prayer was later answered in ways that shaped my life and deepened my understanding of Judaism.
Burgeman’s grave functions in a similar register, though without any institutional frame. People come not because his name is widely known, but because the story has endured. Over time, that story gathered details. The most persistent involves a dog said to have escorted Jewish children to Burgeman’s cheder so they would not be harassed along the way by other youths. The dog then stood watch until they were ready to return home. The versions differ. Some are reverent. Some are playful. Some verge on the miraculous. The story endures because it names something children needed: care, in a world that could be frightening.
In recent decades, Burgeman’s afterlife has taken on a digital form. His name surfaces in comment threads and genealogical forums, passed along by people who never met him and are not always sure how they are connected. Spellings are debated. Dates are corrected. A descendant appears. A former student’s grandchild adds a fragment. Someone asks whether this is the same man their grandmother spoke of. No single account settles the matter. Instead, memory gathers. What once traveled by word of mouth now moves through hyperlinks.
The internet allows fragments to remain visible. Burgeman’s story survives not because it was officially recorded, but because enough people cared to remember it. In this way, his legacy resembles the man himself: quiet, unadorned, sustained by actions rather than declaration.
This story does not offer certainty. It is about remembering a life and asking if we might still learn from it and if, perhaps, it can bring us closer to faith. Burgeman left no grand monument. He left descendants. A grave. A life of Jewish values that continues to teach.
Burgeman did not seek recognition in life. After death, he became something else: a teacher still teaching, not through words, but through the way people continue to act on his memory. That is the lesson. Not any miracle. Not any legend. The quiet insistence that a life lived with integrity does not end when the casket is placed into the earth.
Some graves are instructions.
This one still asks something of us.
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