A Jewish Relationship to Learning
וכבר היה רבי טרפון וזקנים מסובין בעלית בית נתזה בלוד נשאלה שאילה זו בפניהם תלמוד גדול או מעשה גדול נענה רבי טרפון ואמר מעשה גדול נענה ר"ע ואמר תלמוד גדול נענו כולם ואמרו תלמוד גדול שהתלמוד מביא לידי מעשה

In connection to the mishna’s statement about the importance of Torah study, the Gemara relates the following incident: And there already was an incident in which Rabbi Tarfon and the Elders were reclining in the loft of the house of Nit’za in Lod, when this question was asked of them: Is study greater or is action greater? Rabbi Tarfon answered and said: Action is greater. Rabbi Akiva answered and said: Study is greater. Everyone answered and said: Study is greater, but not as an independent value; rather, it is greater as study leads to action.

In what ways are study and action complementary?

What does this tell us about Jewish values around learning?

(ח) כָּל אִישׁ מִיִּשְׂרָאֵל חַיָּב בְּתַלְמוּד תּוֹרָה בֵּין עָנִי בֵּין עָשִׁיר בֵּין שָׁלֵם בְּגוּפוֹ בֵּין בַּעַל יִסּוּרִין בֵּין בָּחוּר בֵּין שֶׁהָיָה זָקֵן גָּדוֹל שֶׁתָּשַׁשׁ כֹּחוֹ אֲפִלּוּ הָיָה עָנִי הַמִּתְפַּרְנֵס מִן הַצְּדָקָה וּמְחַזֵּר עַל הַפְּתָחִים וַאֲפִלּוּ בַּעַל אִשָּׁה וּבָנִים חַיָּב לִקְבֹּעַ לוֹ זְמַן לְתַלְמוּד תּוֹרָה בַּיּוֹם וּבַלַּיְלָה שֶׁנֶּאֱמַר (יהושע א ח) "וְהָגִיתָ בּוֹ יוֹמָם וָלַיְלָה":

(8) Every Israelite is in duty bound to study the Divine law, whether he be poor or rich, whether enjoying good health or bodily afflicted; whether young or old; even so far advanced in age that his strength fails him; even if he be so poor that he is maintained by public or private charity. Even a father of a family is bound to fix a certain time for the study of the Divine law day and night; as it is said: Thou shalt meditate therein [in the law] day and night, (Joshua i. 8).

Why is study necessary for the poor, sick, old, or father of a family? What value does that obligation communicate?

What would it look like if we apply this ancient Jewish value to our world today?

Shir HaShirim Rabbah, Chapter 1, 4:1

When the people of Israel stood at Mt. Sinai ready to receive the Torah, God said to them, "Bring Me good securities to guarantee that you will keep it, and then I will give the Torah to you." They said, "Our ancestors will be our securities." Said God to them, "I have faults to find with your ancestors...But bring Me good securities and I will give to you." They said, "O King of the Universe, our prophets will be our securities." God replied, "I have faults to find with your prophets...Still, bring Me good securities and I will give the Torah to you." They said to God, "Our children will be our securities." And God replied, "Indeed these are good securities. For their sake I will give you the Torah."

Why are the children a satisfactory security for God?

(א) מוֹשִׁיבִין מְלַמְּדֵי תִּינוֹקוֹת בְּכָל מְדִינָה וּמְדִינָה וּבְכָל פֶּלֶךְ וּפֶלֶךְ וּבְכָל עִיר וָעִיר. וְכָל עִיר שֶׁאֵין בָּהּ תִּינוֹקוֹת שֶׁל בֵּית רַבָּן מַחְרִימִין אֶת אַנְשֵׁי הֵעִיר עַד שֶׁמּוֹשִׁיבִין מְלַמְּדֵי תִּינוֹקוֹת. וְאִם לֹא הוֹשִׁיבוּ מַחְרִימִין אֶת הָעִיר. שֶׁאֵין הָעוֹלָם מִתְקַיֵּם אֶלָּא בְּהֶבֶל פִּיהֶם שֶׁל תִּינוֹקוֹת שֶׁל בֵּית רַבָּן:

(1) Teachers for children should be appointed in each and every land, in each and every regiion, and in each and every village. If a town is without a school for its childrem, its inhabitants are placed under a ban of ostracism [from the rest of the Jewish community] until they employ teachers...If they do not employ teachers, the village is/deserves to be destroyed, since the world exists only by virtue of the breath coming from the mouths of children.

What about education is so considered so important that the rabbis say the world only exists because of children learning, and that a town without a school is destroyed/deserves to be destroyed?

ללמדו אומנות מנלן אמר חזקיה דאמר קרא (קהלת ט, ט) ראה חיים עם אשה אשר אהבת אם אשה ממש היא כשם שחייב להשיאו אשה כך חייב ללמדו אומנות אם תורה היא כשם שחייב ללמדו תורה כך חייב ללמדו אומנות ויש אומרים אף להשיטו בנהר מאי טעמא חיותיה הוא רבי יהודה אומר כל שאינו מלמדו אומנות מלמדו ליסטות ליסטות ס"ד אלא כאילו מלמדו ליסטות

§ The baraita further states that a father is commanded to teach his son a trade. The Gemara asks: From where do we derive this? Ḥizkiyya said: As the verse states: “Enjoy life with the wife whom you love” (Ecclesiastes 9:9). If this verse is interpreted literally, and it is referring to an actual woman, then one can derive as follows: Just as a father is obligated to marry his son to a woman, so too, he is obligated to teach him a trade, as indicated by the term: Life. And if the wife mentioned in this verse is allegorical, and it is the Torah, then one should explain the verse in the following manner: Just as he is obligated to teach him Torah, so too, he is obligated to teach him a trade. § The baraita adds: And some say that a father is also obligated to teach his son to swim in a river. The Gemara asks: What is the reason for this? It is necessary for his life, i.e., this is potentially a lifesaving skill. § The baraita further teaches that Rabbi Yehuda says: Any father who does not teach his son a trade teaches him banditry. The Gemara asks: Can it enter your mind that he actually teaches him banditry? Rather, the baraita means that it is as though he taught him banditry.

What is a father obligated to teach his son, according to this text?

Why did Jewish tradition name these specific lessons? What's so important about them?

What obligatory lessons would you add to the text?

(ב) כְּשֵׁם שֶׁחַיָּב אָדָם לְלַמֵּד אֶת בְּנוֹ כָּךְ הוּא חַיָּב לְלַמֵּד אֶת בֶּן בְּנוֹ שֶׁנֶּאֱמַר (דברים ד ט) "וְהוֹדַעְתָּם לְבָנֶיךָ וְלִבְנֵי בָנֶיךָ". וְלֹא בְּנוֹ וּבֶן בְּנוֹ בִּלְבַד אֶלָּא מִצְוָה עַל כָּל חָכָם וְחָכָם מִיִּשְׂרָאֵל לְלַמֵּד אֶת כָּל הַתַּלְמִידִים אַף עַל פִּי שֶׁאֵינָן בָּנָיו. שֶׁנֶּאֱמַר (דברים ו ז) "וְשִׁנַּנְתָּם לְבָנֶיךָ" מִפִּי הַשְּׁמוּעָה לָמְדוּ בָּנֶיךָ אֵלּוּ תַּלְמִידֶיךָ שֶׁהַתַּלְמִידִים קְרוּיִין בָּנִים שֶׁנֶּאֱמַר (מלכים ב ב ג) "וַיֵּצְאוּ בְנֵי הַנְּבִיאִים". אִם כֵּן לָמָּה נִצְטַוָּה עַל בְּנוֹ וְעַל בֶּן בְּנוֹ. לְהַקְדִּים בְּנוֹ לְבֶן בְּנוֹ וּבֶן בְּנוֹ לְבֶן חֲבֵרוֹ:

(2) As well as man is in duty bound to teach his son, so ought he to teach his son’s son; for Scripture says: But teach them, thy sons, and thy sons’ son, (Deut. 4. 9). And not only his son and grandson, but it is imperative upon every wise man in Israel, to assist by his instruction all those that are anxious to learn, though they are not his children; for Scripture says: And thou shalt teach them diligently unto thy children, (Ibid. 6. 7), upon which tradition remarks, “thy children” signifies “thy pupils;” for pupils are also called children, as it is said: And the sons [disciples] of the prophets came forth, (2 Kings 2. 3). Why then does Scripture specify the command of teaching the son and the grandson? To show that precedence is due to his son before his grandson; again, to his grandson before the son of his fellow man.

This text outlines and order to the spheres of responsibility related to education. Do you agree with the order?

(כ) אֱלִישָׁע בֶּן אֲבוּיָה אוֹמֵר, הַלּוֹמֵד יֶלֶד לְמַה הוּא דוֹמֶה, לִדְיוֹ כְתוּבָה עַל נְיָר חָדָשׁ. וְהַלּוֹמֵד זָקֵן לְמַה הוּא דוֹמֶה, לִדְיוֹ כְתוּבָה עַל נְיָר מָחוּק. רַבִּי יוֹסֵי בַר יְהוּדָה אִישׁ כְּפַר הַבַּבְלִי אוֹמֵר, הַלּוֹמֵד מִן הַקְּטַנִּים לְמַה הוּא דוֹמֶה, לְאֹכֵל עֲנָבִים קֵהוֹת וְשׁוֹתֶה יַיִן מִגִּתּוֹ. וְהַלּוֹמֵד מִן הַזְּקֵנִים לְמַה הוּא דוֹמֶה, לְאֹכֵל עֲנָבִים בְּשֵׁלוֹת וְשׁוֹתֶה יַיִן יָשָׁן. רַבִּי אוֹמֵר, אַל תִּסְתַּכֵּל בַּקַּנְקַן, אֶלָּא בְמַה שֶּׁיֶּשׁ בּוֹ. יֵשׁ קַנְקַן חָדָשׁ מָלֵא יָשָׁן, וְיָשָׁן שֶׁאֲפִלּוּ חָדָשׁ אֵין בּוֹ:

(20) Elisha ben Abuya says: One who learns as a child is compared to what? To ink written on new parchment. And one who learns as an elder is compared to what? To ink written on scraped parchment. Rabbi Yose bar Yehuda, man of Kfar HaBavli, says: One who learns from young ones is compared to what? To one who eats unripe grapes and drinks wine from its press. And one who learns from elders is compared to what? To one who eats ripe grapes and drinks aged wine. Rebbi says: Do not look at the jug but rather at what is in it. For there are new jugs full of old, and old that do not have even new within them.

Who does this text teach us to learn from?

What makes someone "young" or "old"?

Is wisdom based on experience? How can a "new container" have old wisdom?

Rabbi Yehudah HaChassid, from Sefer Chasidim (translated by Avraham Finkel)

A man who was the most astute buyer of merchandise in town devoted all his spare time to Torah study. One day, a widow asked him to buy a certain article for her. He declined, saying "I'm sorry, but I simply cannot give up my Torah studies." A vernerable old rabbi interjected, "Do you think that you are better than Rabbi Gamliel and Rabbi Yehoshua? The Talmud tells us that they interrupted their Torah studies to go to the market to buy an animal for the wedding feast of Rabbi Gamliel's daughter (Talmud Bavli Makkot 14a), and on the way discussed Torah topics. You should do the same."

What value does this text communicate around learning?

Do you agree with the old rabbi? Why or why not?

What flexibility does this story offer us, as modern learners of Jewish texts?

What the Rabbis Said: 250 Topics from the Talmud

The Rabbis discussed whether it was better to teach a large amount of material superficially or delve into the depths of a smaller subject matter. Rava said, "If there are two teachers, one who goes through the lessons quickly but with mistakes and the other slowly but without mistakes, we appoint the one who goes quickly, because mistakes correct themselves in time." Dimi of Nehardea disagreed: "We appoint the one who goes slowly but makes no mistakes, for once a mistake is implanted it is difficult to unlearn."

This text illustrates that in the Jewish tradition, it's not enough simply to learn, it matters how you learn. Who do you agree with more, Rava or Dimi of Nehardea?

Which view do you appreciate more as a learner vs. as a teacher?

What the Rabbis Said: 250 Topics from the Talmud

The Midrash suggests keeping students awake by making shocking statements. Thus, "Judah ha-Nasi was lecturing and notice that his audience was falling asleep. Suddenly he called out, 'A woman in Egypt gave birth to 6,000 children!' Rouse from his stupor, one student asked, 'Who could that be?' Judah ha-Nasi loudly replied, 'It was Jocheved, when she gave birth to Moses, because he is equal to 6,000 people.'"

Do shocking statements help you learn?

When should shock be employed an educational strategy?

וזה הוא תנור של עכנאי מאי עכנאי אמר רב יהודה אמר שמואל שהקיפו דברים כעכנא זו וטמאוהו תנא באותו היום השיב רבי אליעזר כל תשובות שבעולם ולא קיבלו הימנו אמר להם אם הלכה כמותי חרוב זה יוכיח נעקר חרוב ממקומו מאה אמה ואמרי לה ארבע מאות אמה אמרו לו אין מביאין ראיה מן החרוב חזר ואמר להם אם הלכה כמותי אמת המים יוכיחו חזרו אמת המים לאחוריהם אמרו לו אין מביאין ראיה מאמת המים חזר ואמר להם אם הלכה כמותי כותלי בית המדרש יוכיחו הטו כותלי בית המדרש ליפול גער בהם רבי יהושע אמר להם אם תלמידי חכמים מנצחים זה את זה בהלכה אתם מה טיבכם לא נפלו מפני כבודו של רבי יהושע ולא זקפו מפני כבודו של ר"א ועדיין מטין ועומדין חזר ואמר להם אם הלכה כמותי מן השמים יוכיחו יצאתה בת קול ואמרה מה לכם אצל ר"א שהלכה כמותו בכ"מ עמד רבי יהושע על רגליו ואמר (דברים ל, יב) לא בשמים היא מאי לא בשמים היא אמר רבי ירמיה שכבר נתנה תורה מהר סיני אין אנו משגיחין בבת קול שכבר כתבת בהר סיני בתורה (שמות כג, ב) אחרי רבים להטות אשכחיה רבי נתן לאליהו א"ל מאי עביד קוב"ה בההיא שעתא א"ל קא חייך ואמר נצחוני בני נצחוני בני

...The Sages taught: On that day, when they discussed a matter, Rabbi Eliezer answered all possible answers in the world to support his opinion, but the Rabbis did not accept his explanations from him. After failing to convince the Rabbis logically, Rabbi Eliezer said to them: If the halakha is in accordance with my opinion, this carob tree will prove it. The carob tree was uprooted from its place one hundred cubits, and some say four hundred cubits. The Rabbis said to him: One does not cite halakhic proof from the carob tree. Rabbi Eliezer then said to them: If the halakha is in accordance with my opinion, the stream will prove it. The water in the stream turned backward and began flowing in the opposite direction. They said to him: One does not cite halakhic proof from a stream. Rabbi Eliezer then said to them: If the halakha is in accordance with my opinion, the walls of the study hall will prove it. The walls of the study hall leaned inward and began to fall. Rabbi Yehoshua scolded the walls and said to them: If Torah scholars are contending with each other in matters of halakha, what is the nature of your involvement in this dispute? The Gemara relates: The walls did not fall because of the deference due Rabbi Yehoshua, but they did not straighten because of the deference due Rabbi Eliezer, and they still remain leaning. Rabbi Eliezer then said to them: If the halakha is in accordance with my opinion, Heaven will prove it. A Divine Voice emerged from Heaven and said: Why are you differing with Rabbi Eliezer, as the halakha is in accordance with his opinion in every place that he expresses an opinion? Rabbi Yehoshua stood on his feet and said: It is written: “It is not in heaven” (Deuteronomy 30:12). The Gemara asks: What is the relevance of the phrase “It is not in heaven” in this context? Rabbi Yirmeya says: Since the Torah was already given at Mount Sinai, we do not regard a Divine Voice, as You already wrote at Mount Sinai, in the Torah: “After a majority to incline” (Exodus 23:2). Since the majority of Rabbis disagreed with Rabbi Eliezer’s opinion, the halakha is not ruled in accordance with his opinion. The Gemara relates: Years after, Rabbi Natan encountered Elijah the prophet and said to him: What did the Holy One, Blessed be He, do at that time, when Rabbi Yehoshua issued his declaration? Elijah said to him: The Holy One, Blessed be He, smiled and said: My children have triumphed over Me; My children have triumphed over Me.

What does this text tell us about the value of debate in Jewish learning spaces?

How do you learn from debate?

Maimonides, Guide for the Perplexed 1:3

"Men like the opinions to which they have been accustomed from their youth; they defend them, and shun contrary views: and this is one of the things that prevents men from finding truth, for they cling to the opinions of habit."

What do you interpret "accustomed from their youth" to mean?

What Jewish value does this text communicate about learning?

How does this text imply we should go about "finding truth"?

What next steps might you take to seek truth, after considering this text?