This feels light to me. I feel like the ending should be a call to action — a product, an idea, a statement of THE VALUE around which we should organize the future of Jewish education conversation, etc. I think you’ve got it in the body of this work, and you’re modeling it, but it needs to be said. This is too vague. Maybe tie back to the text at the end in a more concrete way? Maybe this is the place for what the implications were of letting everyone into the Beit Midrash (see my comment above)?
Agreed. I was going to suggest you add something about how our generation and younger are defining community in new ways — high relevance, provides value, transient participation, etc. and that the previous assumptions of community (geography + denomination = synagogue = community)don’t apply anymore.
What was the consequence of it being accessible to all? I sort of crave one more sentence of this analogy to then extrapolate to what we can expect in the coming years.
Love it. This totally sets the stage that what follows is not about tinkering on the surface, but about major change. One note: One COULD read/hear this and think that you are proposing the uprising (risky, scary) as opposed to “the uprising is taking place, how are we adjusting?” In the last sentence, I worry the word “construction” will evoke new organizations and new buildings in many people’s minds, which I don’t think you mean, necessarily. How about something like “challenge… is to design the shape and form or these new…”?
I think an analogy here could work well to illustrate the point I THINK you’re trying to make. E.g. Twitter has an open API, so tools like Hootsuite and Tweetdeck can improve upon the foundation, without having to take over Twitter. Everyone wins.
This is straight out of Clay Shirky’s new book, Cognitive Surplus. I also think that there is a psychological element to this open-ness, which you touch on in “variety of levels”. Resources that are inviting and accessible and rewarding to people who are at different places is key to capturing their attention and encouraging them to learn more and more often.