I
must admit that nothing that I had pre-
viously experienced in my 28 years had
prepared me for my visit to western
Africa as a fifth-year rabbinical student at
HUC-JIR/Los Angeles. On January 16,
2008
I set out on a journey to Ghana, re-
turning 10 days later with a totally new
perspective on life – acutely aware of the
hardships facing the developing world, at-
tuned to the need for global justice, and
awestruck by the power of hope, kindness,
and trust.
Along with 25 rabbinical students from
seminaries across North America (8 of
whom were from HUC-JIR), I participated
in an American Jewish World Service hu-
manitarian mission to the rural community
of Gbi Atabu (near Ho Hoe in the Upper
Volta region of Ghana). Our task was to as-
sist the locals in building a community
center. We worked alongside our new
friends, mixing concrete, carrying materials,
constructing bricks, and paving a floor. This
was also a week of building relationships,
sharing stories, and discovering commonali-
ties.
Representing various cultures,
denominations and lands, we walked hand
in hand, constructing brick by brick a much
needed gathering place.
One day, early in our visit, I met a local
gentleman named Moses. At first, only the
things that separated us were apparent.
Moses has never left his hometown of Gbi
Atabu. He proudly taught me some Ewe
terms:
mua wezo
–
you are welcome,
akpe
–
thank you, and
honlo
–
friend. I asked Moses
if he was named after someone special, per-
haps his father or grandfather. Moses
responded, “Oh no, I am named after a great
man who stood at the shore of the seas as he
traveled to the holy land of Israel.” I admit-
ted that I was familiar with stories of that
man, and that he was a hero in my faith too.
Another student pointed out that we
were learning from these people so that we
could be advocates for them and other im-
poverished communities. It was our duty to
talk about our experiences when we returned
and to continue to feel motivated to do
something good. In this way, our text study
and reflection highlighted elements of our
experience and transformed them into in-
spirational and motivational memories.
When my UCLA Hillel students saw
their experiences through a Jewish lens, they
felt more connected to their Jewish identi-
ties and their Jewish community. They also
saw, in concrete terms, Jewish living at its
best. They had the chance to determine how
to celebrate
Shabbat
,
how to accommodate
the various levels of
kashrut
,
and how to ap-
proach one another with
kavod
,
even (or
perhaps, especially) while living in tight
quarters. The trip became a chance to re-
imagine their Jewish identities in a way that
could then be transferred into their ongoing
lives. In fact, some students involved on my
trip are now consistent Hillel attendees and
have assumed leadership positions in Jewish
organizations.
As I reflect on this experience for my-
self, I realize that Jewish service learning is
one of the most powerful ways for young
Jewish adults to connect with their Jewish
identities and to perceive Judaism as a rele-
vant part of their lives. The opportunity to
do acts of kindness and justice in the name
of Judaism cannot be passed over. Jewish
service learning trips, like this one to Ap-
palachia, expand the participants’ worldview,
empower them to create Jewish community
with their peers, and invite them to consider
what it means to be responsible and caring
members of society. Armed with Jewish
principles and values, they can help to es-
tablish the kinds of programs and
institutions that will address the issues that
the Jewish community and global commu-
nity will surely face in the future.
This year, Medwin will be accompanying an ASB group
of students to Yosemite National Park to learn about
conservation, create Jewish community, and work to
repair fire-damaged trails.
HUC-JIR students helping to build a commu-
nity center in Ghana.
“
GOD IS IN THIS PLACE
AND I DID NOT KNOW IT.”
[
GENESIS 28:16]
Rabbi Daniel Mikelberg, L ’08
MEET HUC-J IR’S STUDENTS
2009
ISSUE 72 | 41
