How much time in our synagogue schools has been spent on helping students cultivate their sense of the sublime? How much time has been spent providing an immersive and reflective experience of different mitzvot as possible responses? How much time has been spent on coaching them in the performance of those regularized practices so that they become a normative aspect of their life? To take an example from outside Judaism, when Jews are serious about undertaking yoga or Bhuddist meditation, they don’t learn about it. They take it on as a discipline that must be practiced regularly with a teacher that can help them develop their ability to perform properly.
Bill Robinson, “The Religion You Don’t Believe In, I Don’t Believe In Either”, eJewishPhilanthropy (3 November 2013).