The Value of Jewish Education (Learning)

I have previously mentioned from this pulpit that the human being is about the dumbest creature on the planet at birth. The instant after birth, we begin learning: about food, about comfort, about communicating, about everything! What we adults often fail to realize is that throughout our lives, we are continuing to learn, in fact we never stop learning until our brains literally shut off at death. Since this axiom is generally considered true, I want to spend a few moments this wonderful evening to address Jewish learning and what we, as a community, can and should be doing to program Jewish learning into our personal and weekly Temple schedule.

Note here that I am referring to the process as “learning,” not teaching for that denotes one person who knows the subject well relating the material to a group of students; nor am I speaking about a seminar or lecture for that denotes much of the same. Rather, I am talking about learning; where we, as a group, gather to read and discuss various Jewish texts and thereby everyone “learns.”

Learning is the process used by all the major modern Jewish seminaries. Large learning sessions are called simply “learning sessions.” Smaller groups of 3 – 15 are labeled “chavurot,” and groups of only 2 are known as “chevrutah.” We’ve all seen photos of seminary students in a study hall sitting as partners and delving into tractates of Talmud and Gemara. This education process is excellent particularly when divergent views on the material are possible. Some discussions can become quite animated especially if the material is the least bit volatile but all parties in the process are learning!

Pre-Bar Mitzvah students to octogenarians can be and are involved and I suggest that, in our case at the Joliet Jewish Congregation, the material does not have to be limited to Torah, Talmud, or Gemara. The prayers of Shabbat can be examined in this fashion as well as Jewish history and ethics. Let me mention a very important point here. A participant in any of these sessions need not be a Talmud Chachum or scholar. You do need to be willing to do your homework in advance of class and be willing to get involved in the discussions.

Allow me a couple of short observations here: if our children see us actively involved in learning, this sets a wonderful example for them. They see that learning is important and fun and should remain a part of their adult lives as well. If our non-Jewish neighbors see us actively engaged in learning some of the nuances of our religion, they will note that we are an involved and educated congregation.

Please note that I am not trying to squeeze out of presenting Jewish subject matter in our current seminar or lecture formats. I truly love arranging the material and presenting it to our members and I fully intend to continue this arrangement, but since I have a large and somewhat captive audience this evening, I am taking full advantage to publicly ask if you have interest in adding these types of education events into our 2009 – 2010 calendar? I would be most pleased to sit down with a select committee and explore the possibilities. So now that I have briefly described the process, let me take a closer look at types of subject matter that you may want to consider.

The laws of Shabbat are historically fascinating involving the various types of work allowed and forbidden on this very important holiday. One of the most recent publications regarding the 39 Malachot, the 39 types of work forbidden on Shabbat, comprise 5 thick volumes and, on a weekly basis could easily fill 2 years of study. A thorough examination of the Book of Psalms using the Artscroll series or similar text would also be a great course. I am certainly not ruling out courses in the Talmud or Shulchan Auruch but small initial steps would be my suggestion at this point. Learning the writings of any of the Prophets would make great sessions. The 613 Mitzvot of Judaism can often become legalistic but with care, a good course can be fashioned. The political history of Israel can produce wonderful sessions as can reading and analyzing much of Jewish history. An in-depth examination of our Siddur would make a terrific class series.

The mechanics of “learning” are fairly simple. All participants carefully read the material before class. At the appointed time, small groups gather to openly read and discuss the texts, adding insights, agreeing, disagreeing – all as a process to increase our knowledge of the subject matter. Within small groups, there is no “official” leader. We gather in small groups and begin to read and question and discuss. If the group happens upon a situation that cannot be answered, notes are made to research the issue and come back to the next session ready to pick up learning where the group left off.

The famous story of 1st Century Rabbi Hillel is apropos here. Rome’s Caesar demanded the great Rabbi come to his court to teach him the Torah. When Rabbi Hillel approached Caesar, he was asked to be taught all of the Torah while Rabbi stood on one foot. Rabbi Hillel lifted one foot and said, “The Torah says love thy neighbor, all else is commentary, now go forth and learn.”

The process of “learning” can personally be extremely satisfying plus it can have very positive effects on everyone around you. When a loved one, a family member, even a business associate or friend realizes you are learning, they may wish to emulate or copy your “new” interest by joining into the learning process as well, or they may note you are a bit more insightful in your approach to moral and ethical situations your encounter on a daily basis.

Comedic sophomoric logic says: “The more you study, the more you know. The more you know, the more you forget. The more you forget the less you know, so why study.” The question may be humorous but it is absolutely false. The more we learn, the better able we are to address the life situations we daily face. Learning can be infectious.

I have seen men on trains both here in Chicago and in New York who, while on their daily commute, are deep into the study of a folio, (a page) of Talmud. There is a worldwide schedule of daily Talmud study known as Daf Yomi, the study of one page of Talmud per day and everyone in the project is studying the same page, so while on the train, we often see two men in a chevrutah, studying Talmud. By the way, if one stays on the established schedule of one page of Talmud per day from beginning to end, the full process take 7 ½ years. And there are now similar schedules for studying the Tannach, the Shulchan Auruch, and other religious writings.

Study is an everyday process for many professionals. Just ask a physician, an accountant, an attorney, or a money manager and they will tell you that in order to stay current in their given field, they study daily. Rabbis do as well, and so can you, however to simply read a book or a current periodical and say you studied doesn’t quite cut it. Better still, partner up with someone and learn!

I will be revisiting this subject fairly often over the coming year and will try to get some interest generated within our Temple. Please be thinking about subject matter that would be of interest and can be accommodated in these types of learning sessions. I genuinely value your input.

Learning about who and why we are is crucial to our survival as informed Jewish people, so as we enter Yom Kippur, let us resolve to take the time to become a bit more learned. The tree of learning will bear wonderful, delicious fruit if only we resolve to invest the time and effort.

L’Shana Tovah Tikatevu