Google AI Cloud from Microsoft. Scribe. Dall and E2 are just a few examples of the conceptual artificial intelligence software that is prompting educators to consider the impact of technology on daily life. By examining AI from a Hebrew perspective and evaluating its influence on Hebrew educational experiences, Jewish educators and rabbis are taking a proactive approach.
In what way do AI, Chat GPT, and similar technologies reflect the divine image, considering the Torah’s teaching that humans are created in the image of God? Rabbi Erin Binder, the spiritual leader and youth director at Rockdale Temple in Cincinnati, Ohio, expressed her viewpoint to JTA. She mentioned, “The realm of AI lacks elements of God, religion, relationships, or connections.”
The debate on whether AI has a place in Israeli educational settings encompasses the connection between God and Israeli education. Educators are apprehensive that individuals might resort to AI for instant problem-solving, potentially undermining the traditional face-to-face learning environment of Jewish study halls.
Generative artificial intelligence technology functions by learning from patterns and replicating human-like responses to provide answers based on extensive datasets. This process yields a range of outputs, from articles to artifacts, equations, or lines of code. While it serves as a valuable research tool for completing assignments, AI also poses a threat to Jewish cultural heritage and educational traditions, particularly in the context of studying rabbinical literature.
Despite using AI for designing summer product logos for her children’s sunglasses, Binder from Rockdale Temple is hesitant about incorporating AI in the classroom, especially for young individuals preparing for their b’mitvah and d’var Torah statements. She expressed her reservations, stating, “I’m uncertain about its suitability in a classroom setting for younger learners because we aim for them to think independently and formulate their own ideas.”
At Adeth Israel Congregation’s spiritual school in Cincinnati, Ohio, Noam Lahyna, a student-teacher, engages with students in grades one through three.
Lahyna has not broached the topic of AI in a religious context with her students. She believes that while AI can offer assistance or inspiration, it does not align with the primary purpose of Torah teachings.
However, not everyone shares this perspective. Maya Jaffee, a young student at Rockdale Temple, contemplates how AI could complement her Jewish education. At 16 years old, Jaffee views the “pursuit of knowledge as integral to Judaism.” Although she has yet to utilize AI, she remains open to its potential benefits, stating, “I believe it could aid me in enhancing my Israeli identity.” Due to the limited availability of non-Christian-centric resources, Jaffee considers leveraging AI to incorporate more prayers into her daily routine.
In response to JTA’s request for a prayer schedule, ChatGPT provided five prayers for different times of the day, along with explanations for each. The AI suggested consulting spiritual authorities or local synagogues for more accurate information, acknowledging variations in customs among observant Jews.
While some students believe that AI will not significantly impact the Jewish community, others, like Eden Kraus from Rockdale Temple, recognize its value as a teaching tool. Kraus, a 15-year-old student, acknowledges the role of AI in facilitating emergency lesson planning in the absence of a tutor. Despite attending a public school with minimal Israeli educational influence, Kraus appreciates the benefits of AI in certain contexts.
To promote responsible AI usage among students, educational institutions have implemented guidelines and policies. Rachel Lebwohl, the systems director at The Leffell School in Hartsdale, New York, highlighted the importance of establishing standards and safety measures for AI usage in the 2023–2024 academic year. The Responsible Use Agreement emphasizes ethical conduct and critical thinking skills, requiring students to seek teacher approval before utilizing AI for academic purposes.
Lebwohl emphasized the significance of personalized, human-to-human instruction in Jewish education, underscoring the value of studying classic texts in pairs. While acknowledging AI’s potential to enhance Jewish learning, Samantha Vinokor-Meinrath, an education specialist, advocates for its integration in educational settings. In her role at the Jewish Education Project in New York, she promotes the exploration of AI’s educational benefits and its impact on Jewish pedagogy.
Vinokor-Meinrath envisions a future where AI enriches Jewish education by offering innovative teaching solutions. She encourages educators to leverage AI tools to enhance classroom management and engage students effectively.
Reflecting on the implications of AI’s biases, Vinokor-Meinrath underscores the importance of addressing prejudices embedded in AI algorithms. She emphasizes the need to challenge and reshape AI’s perceptions of Jewish identity and representation.
As educators navigate the integration of technology in Jewish education, Lahynai at Adeth Israel Congregation in Cincinnati emphasizes a cautious approach to AI usage among young learners. While acknowledging AI’s potential to enhance learning experiences, Lahynai emphasizes the importance of critical thinking and discernment in utilizing AI as a supplementary educational tool.
Despite differing opinions on AI’s role in Jewish education, stakeholders like Vinokor-Meinrath remain optimistic about its transformative potential. By embracing AI responsibly and critically examining its impact, educators can harness technology to enrich Jewish learning experiences and prepare students for the challenges of the future.
