Abraham Joshua Heschel, I Asked for Wonder: A Spiritual Anthology
Everything depends on the person who stands in front of the classroom. The teacher is not an automatic fountain from which intellectual beverages may be obtained. The teacher is either a witness or a stranger. To guide a pupil into the promised land, the teacher must have been there themselves. When asking themselves: Do I stand for what I teach? Do I believe what I say?, the teacher must be able to answer in the affirmative. What we need more than anything else is not textbooks, but textpeople. It is the personality of the teacher which is the text that the pupils read: the text that they will never forget. [Edited for gender neutrality]
Suggested Discussion Questions
1. According to Heschel, what are the most effective means of education?
2. Who is the ideal teacher? Why?
3. What is the goal of education?
Rabbi Joseph B. Soloveitchik, "Halakhic Man," Trans. by Lawrence Kaplan. (Philadelphia: Jewish Publication Society of America, 1983), PP. 105-106
Man, the creature, is commanded to become a partner with the Creator in the renewal of the cosmos; complete and ultimate creation — this is the deepest desire of the Jewish people. The Scriptural text “And the heaven and the earth were finished, and all the host of them” (Bereshit 2:1) — the Targum, the Aramaic translation of the Pentateuch, translates va-yekhulu, “were finished,” as ve-ishtakhlelu, “were perfected” — is both a profound expression of the soul of the people and the most fervent desire of the man of God. This lofty, ontological idea illumines the path of the eternal people. When a Jew on the Sabbath eve recites [this passage as part of] the Kiddush, the sanctification over the wine, he testifies not only to the existence of a Creator but also to man’s obligation to become a partner with the Almighty in the continuation and perfection of His creation. Just as the Almighty constantly refined and improved the realm of existence during the six days of creation, so must man complete that creation and transform the domain of chaos and void into a perfect and beautiful reality. [Lawrence Kaplan translation]
(יב) כְּשֵׁם שֶׁהַתַּלְמִידִים חַיָּבִין בִּכְבוֹד הָרַב כָּךְ הָרַב צָרִיךְ לְכַבֵּד אֶת תַּלְמִידָיו וּלְקָרְבָן. כָּךְ אָמְרוּ חֲכָמִים (משנה אבות ד יב) "יְהִי כְּבוֹד תַּלְמִידְךָ חָבִיב עָלֶיךָ כְּשֶׁלְּךָ". וְצָרִיךְ אָדָם לְהִזָּהֵר בְּתַלְמִידָיו וּלְאָהֳבָם שֶׁהֵם הַבָּנִים הַמְהַנִּים לָעוֹלָם הַזֶּה וְלָעוֹלָם הַבָּא:
Just as the pupils are required to honor the teacher, so the teacher out to be courteous and friendly towards their pupils. The sages said: “Let the honor of your student be as dear to you as your own” (Pirkei Avot, 4:15). One should be interested in their pupils and love them, for they are the spiritual children who give pleasure in this world and in the world to come. [Translation by CAJE. Edited for gender neutrality]
Suggested Discussion Questions
1. Why must a teacher honor their students?
2. How do students provide benefit to the teacher in both this world and the next?
3. What should a teacher’s overall approach to their students be?
No, if you really mend your ways and your actions; if you execute justice between two people; if you do not oppress the stranger, the orphan, and the widow; if you do not shed the blood of the innocent in this place; if you do not follow other gods, to your own hurt -- then only will I let you dwell in this place, in the land that I gave to your ancestors for all time. [JPS translation]
Do not strike a soul – The plan of the brothers was hard for Reuven, and his intention was to save [Joseph]. If he had said, “Don’t strike him!” he would have shown himself in his words that he had pity on [Joseph]. Therefore, he added the word “soul” as if to say that his protest is not specifically about this situation, but that they should never strike any person. And so he said, “Do not spill blood” rather than “Do not spill his blood,” as if to say, “Like you, I also hate him and I don’t care about his blood, but I don’t want you to become murderers.” [AJWS translation]
(ב) כֵּיצַד מְלַמְּדִים. הָרַב יוֹשֵׁב בָּרֹאשׁ וְהַתַּלְמִידִים מֻקָּפִים לְפָנָיו כַּעֲטָרָה כְּדֵי שֶׁיְּהוּ כֻּלָּם רוֹאִים הָרַב וְשׁוֹמְעִים דְּבָרָיו. וְלֹא יֵשֵׁב הָרַב עַל הַכִּסֵּא וְתַלְמִידָיו עַל הַקַּרְקַע אֶלָּא אוֹ הַכּל עַל הָאָרֶץ אוֹ הַכּל עַל הַכִּסְאוֹת. וּבָרִאשׁוֹנָה הָיָה הָרַב יוֹשֵׁב וְהַתַּלְמִידִים עוֹמְדִים וּמִקֹּדֶם חֻרְבַּן בַּיִת שֵׁנִי נָהֲגוּ הַכּל לְלַמֵּד לַתַּלְמִידִים וְהֵם יוֹשְׁבִים:
How should a class be taught? The teacher sits at the head of the table and the pupils surround the teacher like a wreath, so that all can see and hear the teacher. The teacher must not sit on a chair while the pupils sit on the ground; either they all sit on the floor or they all occupy chairs. Originally, the teacher used to sit while the pupils were standing. Ever since the time preceding the destruction of the Second Temple, it has been a general custom to teach pupils in the fashion they are seated. [Translation by CAJE. Edited for gender neutrality]
Suggested Discussion Questions
1. Why should the children and teachers all be seated on the same level?
2. The Rambam conveys a sense of equality between the students and their peers, and between the students and the teachers. How does this help create a positive learning environment?
3. What educational values does the Rambam’s learning environment transmit?
מַלְכָּהּ שֶׁל תּוֹרָה, בְּמִשְׁפָּט שֶׁהוּא עוֹשֶׂה, מַעֲמִיד אֶת הָאָרֶץ. וְאִישׁ תְּרוּמוֹת יֶהֶרְסֶנָּה. אִם מֵשִׁים אָדָם עַצְמוֹ כַּתְּרוּמָה הַזּוֹ שֶׁמֻּשְׁלֶכֶת בְּזָוִית הַבַּית וְאוֹמֵר מַה לִּי בְּטֹרַח הַצִּבּוּר, מַה לִּי בְּדִינֵיהֶם, מַה לִּי לִשְׁמֹעַ קוֹלָם, שָׁלוֹם עָלַיִךְ נַפְשִׁי, הֲרֵי זֶה מַחֲרִיב אֶת הָעוֹלָם.
If a person of learning participates in public affairs and serves as judge or arbiter, that person gives stability to the land... But if a person sits in their home and says to themselves, “What have the affairs of society to do with me?... Why should I trouble myself with the people’s voices of protest? Let my soul dwell in peace!”—if one does this, they overthrow the world. [translation by Hazon]
(ה) עֶשְׂרִים וַחֲמִשָּׁה תִּינוֹקוֹת לְמֵדִים אֵצֶל מְלַמֵּד אֶחָד. הָיוּ יוֹתֵר עַל עֶשְׂרִים וַחֲמִשָּׁה עַד אַרְבָּעִים מוֹשִׁיבִין עִמּוֹ אַחֵר לְסַיְּעוֹ בְּלִמּוּדָם. הָיוּ יוֹתֵר עַל אַרְבָּעִים מַעֲמִידִין לָהֶם שְׁנֵי מְלַמְּדֵי תִּינוֹקוֹת:
25 children learn with one teacher. If there are between 25 and 40, they place another person with the teacher to assist him in educating them. If there are more than 40, they appoint for them two teachers. [translation by Lisa Exler]
Suggested Discussion Questions
1. What is the student-teacher ratio that Rambam describes?
2. What do you think the ideal student-teacher ratio is? Why?
3. What are some other important factors to consider in an educational environment besides class size?
אמר רבי יהושע בן לוי בשעה שהולך בדרך איקוניא של מלאכים מהלכין לפניו ומכריזין ואומרים תנו מקום לאיקוניה של הקב"ה.
Rabbi Yehoshua ben Levi says that when a person walks on the road, they are preceded by a company of angels who proclaim: "Make way for the image of the Holy Blessed One!" [AJWS translation]
(ג) מְלַמֵּד הַתִּינוֹקוֹת שֶׁהוּא מֵנִיחַ הַתִּינוֹקוֹת וְיוֹצֵא אוֹ שֶׁהוּא עוֹשֶׂה מְלָאכָה אַחֶרֶת עִמָּהֶן אוֹ שֶׁהוּא מִתְרַשֵּׁל בְּלִמּוּדָן הֲרֵי זֶה בִּכְלַל (ירמיה מח י) "אָרוּר עוֹשֶׂה מְלֶאכֶת ה' רְמִיָּה". לְפִיכָךְ אֵין רָאוּי לְהוֹשִׁיב מְלַמֵּד אֶלָּא בַּעַל יִרְאָה מָהִיר לִקְרוֹת וּלְדַקְדֵּק:
An elementary teacher who leaves the children and goes out, or does other work with them, or teaches them sluggishly, falls under the category referred to by Jeremiah: “Cursed be one who does the work of the Lord with slackness” (Jeremiah 48:10). It is improper, therefore, to engage a teacher unless they are a person of reverence and skilled in reading and in grammar. [Translation by CAJE. Edited for gender neutrality]
Suggested Discussion Questions
1. Why is it important that an elementary teacher be a person of reverence?
2. What is the ultimate job of a teacher? Why is it so important?