Creative Destruction

by Susan Weinberg

We gathered tonight in a special Artists’ Lab done in conjunction with eighth-graders from Talmud Torah and led by facilitators from the In(heir)itance Project. The in(heir)itance Project last joined us in 2015 and performed a play that many in our lab attended. Their approach is to engage the community in dialogue and then use that dialogue in the creation of theater. Their theme on this visit is water. A return visit will be made in February in hopes that the seeds that were sowed through this visit might take root.

Teacher Kara Rosenwald and the eighth-grade students came together with a number of lab members in this exploration. Chantal and Ari from the In(heir)itance Project led us through an exercise of creating a word cloud around water. As they went around the room, each person offered up a word that they associated with water. 

Body, Source, Quench, Fluid, Lake, Silk, Trees, A Right, Rising, Flow, Hydration, Health, Clear, Ocean, Drink, Cloud, Wet, Dogs, Rain, Ice, H2O, Turtles, Survival, Ripple, Tea, Waves, Gills, Flood, Memory, Access, Precipitation, Evaporation, Runoff, Filtration, Wash, Fracking, Thirsty, River, Land, Light, Rift, Fish, Shark, Salt, Swamp, Pollution, Waste (water), Glacier, Iceberg, Mayim, Plastic, Reflection, Mermaids, Play, Sea, Well. . .

We began to find the common themes within the words. There were elements of water – fluid, wet, reflective. The forms or characteristics that it might take- ice, steam, rain and then there were the ways we interact with it. Many of the words represented consumers of water, including us as our body is 70% water. Another large consumer, trees.  A thirsty cottonwood tree can consume 200 gallons of water each day.

 “Where does water come from? “ they asked and drew our attention to the first story of creation in Genesis. There the first mention of water is in the second line of the Torah. Remember Ruach? the spirit or breath of God that hovered over the water. While we often think of God anthropomorphically, here the water is given a face as well.  Is it God’s face, reflected within the water?

1 In the beginning God created the heaven and the earth. 2 Now the earth was unformed and void, and darkness was upon the face of the deep; and the spirit of God hovered over the face of the waters. 

So, was water primordial?  It seemed to always be there. Nowhere does it speak of its creation. We discussed its presence as elemental, a core element in all things and for God on the second day, a creative element. Just add water. Or perhaps just divide water into firmaments and ocean. Water is both a creative element and a destructive element. Often those two acts are related. Water carved out the Grand Canyon, destroying in order to create that negative space that evokes such wonder. 

Now that our wheels were well lubricated, we broke into groups to choose a descriptor and develop it into an artistic creation. The theme of our group was the cycle of both creation and destruction, often flip sides of each other. The eighth graders led the way without hesitation, drawing a wave and then another wave in reverse echoing the form. We used blue to represent creativity and grey tones to represent destruction. While our image came together in the last five minutes it was a satisfying creation that captured the contrary, yet complementary nature of our subject. 

To Serve and Preserve

Detail -Adam and Eve, 1526, Cranach, Lucas, the Elder

by Susan Weinberg

“What to you is Paradise?” asked Rabbi Davis. 

One person quickly responded, “A world where everybody is treated equally and all needs are fulfilled.”

“No,” replied another. “We really would have to exclude humans who have a tendency to ruin things. “

Yet another spoke of a rainforest she recently visited where animals were not afraid of people and there was a sense of dignity and peace.

“Timelessness,” tossed out someone else. “I don’t have to remember where I have to be!” We chuckled quietly in acknowledgement of the busy lives we all lead. 

Humans were invited back into the garden, as one noted that their Paradise would include not just what God has created, but also human creations such as music. Apparently, we don’t ruin everything.

“If it is a place, what happens there?” asked the rabbi.

I had been wondering the same thing. How would I occupy myself in Paradise? I was quite sure I would be thoroughly bored. I considered painting which can present a state of flow and timelessness, but it too comes out of some unease. If you take away the unease, what kind of art does one create? I wondered.

“I don’t know what happens, but I know what doesn’t,” replied one person.  “There are no cars, no freeways, no jobs, no stress. Things happen organically, conflicts are resolved, there is relaxation and tranquility. “And love,” added another. “A place to love and be loved.”

The conversation turned towards a sense of purpose and whether that was taught or innate in each of us. That was what was lacking from the picture we described and it was that missing piece that I needed. I was to learn that it was not neglected.

To consider a different take on Paradise, we turned our attention to the second creation story in the Torah in  Genesis 2:5-16. There we noted there were two trees, the tree of life and the tree of knowledge of good and evil. It was only the tree of knowledge of good and evil that was forbidden, a negative rule, just the thing to tempt the then childlike Adam and Eve. In fact, the admonition preceded the creation of Eve, despite the bad rap that was permanently bestowed upon her. What was that tree doing there anyway? God was certainly not childproofing the garden. More like putting it there to create the ensuing action. Also, in this passage God indeed gives Adam a purpose – to dress and keep the garden of Eden. 

Our handout (Serve and Preserve)  presented different perspectives on this task assigned to Adam. Rashi believed that Adam was placed there to till it, enjoy its fruits and keep the animals out. Chizukini notes that Adam was formed elsewhere, a place of thorns and thistles, so by contrast he could fully appreciate the special nature of the garden. Several of the sages speak of the garden metaphorically as representing the Torah, but the Torah was not introduced until much later in the story. Perhaps the garden represented a discipline and a responsibility, something we were to learn from and carry forward to the Torah, approaching it with a sense of reverence as part of a holy relationship. We concluded that Paradise is not a gift, it is something we work on. In fact, we are the soil that we till.

One of the sources we kept coming back to was, The Way Into Judaism and the Environment by Jeremy Benstein. Benstein explains that one of the translations of the Hebrew phrase “le’ovdah ulshomrah” is  “to work and to guard.” What exactly are we guarding the garden from?  Benstein posits that we are to protect it from our own avodah, the effect of our own work. He argues for a role of stewardship  with an emphasis on sustainability. One of the other translations from the Hebrew is “to serve and preserve, ” an interpretation that implies a level of humility necessary in the act of stewardship. (More from Jeremey Benstein)

And a few recommendations:

Article on Jonathan Safran Foer's new book We Are the Weather Saving the Planet Begins at Breakfast.

Rabbi Noah Greenberg's workshop at Beth El on Making Your Own Tefillin

A Fertile Source

by Susan Weinberg

The room rapidly filled with small gatherings as people met in conversation and embraces. All were eager to begin a new year in the Artists Lab after a one-year hiatus. Both community and content drew us in. While we had previously had a small event around a film, this was our first formal meeting.

We had been asked to bring an image related to our topic, Muddy Waters, an exploration of climate change and the environment through the lens of Jewish text. I was intrigued with the new information our group introduced, each person bringing a new perspective to expand upon our topic. A few of them are shared below and remind us that muddy waters can be very fertile. 

 

Flooding

Jonathan led off with a flood plain map of his neighborhood commenting that an illustration was a work of art with a purpose that ideally creates an emotional response. He pointed out his house within the map to illustrate the personal aspect of increased flooding.

Several people commented on the floods within Venice. I remembered buying waders on my last visit there as we walked on planks raised above the water during the “aqua alta”. While this is an annual occurrence for this slowly sinking city, this year presents the worst flooding in fifty years.

Human Rights and Sustainability

Alison brought a focus on clothing, building on her work on the Rana Plaza collapse. The clothing industry historically has been a significant polluter. Alison expressed her interest in exploring the relationship between human rights and sustainability.

Teaching the Children

Liba reached behind her to pull out a protest sign designed by her 9-year-old son and  talked of taking her children to their first protest on the environment. Teaching our children is an important tenet of Judaism.

Rain Forests

Others shared their experiences in rain forests in Japan and Costa Rica. Carolyn had recently returned from Costa Rica and reported on the significant action that country had taken in support of the environment. Mining is prohibited and deforestation has been halted, returning the country to 70% of what it once was. I learned that its biodiversity law was a model for the rest of the world. 

Plastic Pollution

Bonnie introduced us to the idea of garbage islands, islands that were constructed out of the plastic debris that polluted our oceans. Ann shared information on the 4oceans bracelet where a purchase of a bracelet for $20 also buys you the extraction of a pound of plastic from the ocean.

The Next Generations

Kris reminded us of the voices that energize others to pursue environmental action with an image of Greta Thornberg. She emphasized that the times have moved beyond climate change to climate crisis. She and others also noted that people are fleeing flooded homelands.  The crises we face are interrelated, with climate change playing a significant role.

Trees

My contribution was trees.  I was intrigued with the work of Beth Moon who has spent fourteen years photographing the oldest trees on earth.  Some of these trees are thousands of years old and are indeed a thing of beauty. Having recently read the Overstory about deforestation and the loss of irreplaceable trees, I found myself contemplating the loss of biodiversity that arises from destruction of our forests. Trees absorb huge amounts of water so their loss results in more flooding, increased greenhouse gases and loss of plant and animal species that rely upon them. 

We concluded with a discussion of a passage (see handout Muddy Waters) which is literally on our doorposts, the passage contained in the mezuzah. Meryll Page noted that it was excluded from the Reform siddur because of the linkage between failing to follow the commandments of God and environmental disasters (flooding, tsunamis etc). Reform Judaism took issue with the theme of retribution and an angry God. We broke into small groups to discuss our understanding of this passage and what of it we might find meaningful.  Some focused on the passage which speaks of not being lured away to serve other gods, thinking of the emphasis on money as a false god when sought over the long-term preservation of  the environment. Teaching the children also rang true for many, a responsibility we each carry.

Meryll closed the session offering a few additional areas to explore:

Joel Satore Vanishing 

Women Eco Artist - Shai Zakai

Solar Guerrilla - A Unique Exhibition at the Tel Aviv Museum ...

Kris also shared this link on the role one particular teen is playing to confront the climate crisis. 

Muddy Waters

by Susan Weinberg


Before I let you make a fool out of me, I’d rather drink muddy water, lay down and sleep in a hollow log. – Lou Rawls

That song was my first thought when I heard the title of this year's lab. Muddy Waters: Climate Change, the Environment and What We Can Learn from Jewish Texts. Several of us were familiar with the blues musician Muddy Waters as well as the fact that there was a song by that name. Actually, there are three songs. Unfortunately none that particularly relate to our theme.

The 2019/2020 Artists' Lab kicked off with an event at the Icon Theater, the film Sustainable Nation, a part of the Jewish Film Festival and a topic that was quite relevant to this year's lab theme. There was a lot of hugging as we reconnected with old friends, learning who would be in the newly constituted lab. We gathered before the film to do some brainstorming on our thoughts relative to this year’s theme.

In contemplating the term “muddy waters” we thought about the meaning of the phrase "to muddy the waters." The figurative use of the term "muddy" means to confuse by making something hard to understand. The analogy relates to stirring up mud from the bottom of a clear body of water. In fact the waters of climate change have frequently been muddied as pseudoscience is introduced to counter the facts presented by the many reputable scientists.

We identified elements that we associated with the broader topic of the environment and climate change. Many elements in the environment are interrelated. We have ecosystems that are composed of interacting organisms. Having just read The Overstory by Richard Powers,  my mind went to trees which can be an independent ecosystem all by themselves. They also mark the stresses of historical climate within their very body.

From trees it is a short leap to water, the theme of the film we watched. Trees and water are inextricably interrelated. Trees are 50% water and a 100-foot tree can absorb 11,000 gallons of water. I thought of my neighbor whose yard is now flooded since another neighbor took down trees to build a sports court. We are interrelated as well. 

Trees absorb carbon better than anything we’ve been able to come up with. That’s why deforestation increases the carbon in our atmosphere. As plant species face extinction, seed banks are often designed to save them, but many seeds don’t survive the process. Goodbye oaks, goodbye horse chestnuts. Goodbye mangos, goodbye avocados.

Water, trees, seed banks, ecosystems, biodiversity. This will be a rich topic. Loamy soil for creativity.