National Scholar Updates

The Death and Birth of the Halakhic Expert

 

Introduction

 

Filling the position of Posek haDor, the leading halakhic arbiter of the Jewish people, has become an almost hopeless undertaking in our complicated and troubled times. We are told that the Posek haDor must be someone whose halakhic knowledge is greater than anyone else’s. He must be someone who is totally imbued with Torah knowledge; he has acquired Torah values and refined his character to such a degree that he embodies, and is thus qualified to offer, Daat Torah (an authentic and authoritative Jewish view on all matters). Daat Torah is seen as quasi-prophetic, and thereby beyond reproach.[1] The Posek haDor has to decide on issues of life and death, literally and figuratively. He must make judgments about political matters—especially in and concerning the Land of Israel—that are so complicated that they are nearly beyond anyone’s grasp. People insist that this person must have wisdom that surpasses anything ordinary mortals could ever dream of. He is asked to singlehandedly decide on matters that will affect hundreds of thousands of religious Jews, and, by extension, millions of secular Jews. This is most dangerous.

 

To Be A Posek HaDor: Is It Possible?

 

The establishment of the State of Israel cast all Jews around the globe into a new world order, and created a need for pioneering religious leadership and a completely new kind of halakhic arbiter. Social and economic conditions as well as ideologies have changed radically, creating major upheavals in Jewish life. As a result, unprecedented circumstances have arisen that need to be translated into reality. The question is whether the Posek haDor will grasp these opportunities and turn them into major victories so as to inspire people. Developments in the rabbinical world show that we no longer have such extraordinary people. Most of the time, halakhic authorities have withdrawn, living in denial and continuing to believe that the world has not evolved and that nothing of substance has happened that requires an altogether new approach.

Today, halakhic authorities need to lead religious Jewry through a new world order. They must realize that their views will affect Jews as well as Gentiles, for their voices will be heard far beyond the Jewish community, transmitted via the Internet. Their observations may cause ridicule and even anti-Semitism if they misrepresent Judaism and Jewish law. Rather unfortunately, this has happened on more than a few occasions.

The posek has to understand that he may be called upon to give guidance to an often extremely secular and troubled world that is in great need of hearing the words of a Jewish sage. His decisions must reflect the imperative that we Jews are to be a light unto the nations—a light that must shine everywhere. It is no longer possible to focus on the often narrow world of Orthodoxy and look down on or ignore the secular and Gentile world.

 

Is the Halakha Still Exciting and Ennobling?

 

Most Jews today are no longer observant, nor are they even inspired by Judaism. To them, it has become irrelevant and outdated. The reasons for this tragedy are many, but no doubt a major cause is the failure to convey halakha as something exciting and ennobling, like the music of Bach, Mozart, or Beethoven. Only when a Jew is taught why halakha offers him or her the musical notes with which to play the soul’s sonata, will he or she then be able to hear its magnificent music.

            Just as great scientists are fascinated when they investigate the properties of DNA, or the habits of a tiny insect under scrutiny, so should even a secular Jew be deeply moved when encountering the colors and fine subtleties of the world of halakha.[2] But does the posek realize this, and does he know how to convey that message when he deals with halakhic inquiries?

 

The Curse of Nearsightedness

 

Many religious Jews are nearsighted and in dire need of a wider vision. Is making sure that a chicken is kosher all that there is to kashruth? Or, are the laws of kashruth just one element of a grand weltanschauung that defines the mission of the People of Israel; a mission whose importance surpasses by far the single question of a chicken’s kashruth? Such inquiries are but one small component of a larger question concerning the plague of consumerism and humankind’s obsessive pursuit of ever-increasing comfort. Should the posek who is asked about the kashruth of someone’s tefillin not ask that person: “And what about the kashruth of your much-too-expensive and ostentatious car?” After all, the posek needs, foremost, to be an educator. Hard-line narrow rulings will not create the future for a deeply spiritual Judaism.

The first requirement of a posek is to live in radical amazement and see God’s fingers in every dimension of human existence, including the Torah, Talmud, science, technology, and above all, in the constant changing of history, which may well mean that God demands different decisions from those of the past. Today’s halakhic living is severely impeded by observance having become mere habit. As Abraham Joshua Heschel put it so beautifully:

 

Indeed, the essence of observance has, at times, become encrusted with so many customs and conventions that the jewel was lost in the setting. Outward compliance with externalities of the law took the place of the engagement of the whole person to the living God.[3]

 

Over the years, this problem has become exacerbated because everything in Judaism has been turned into a halakhic issue.

 

Unknown Landscapes

 

The future posek must reverse this crisis. He can do so only if he is touched by something much larger than himself. It is entirely impossible to pasken (render a halakhic ruling) when his own soul is cold and all he does is go by the book. He must live the Divine, and the Divine must emerge from his decisions. To paraphrase Heschel: The posek must feel more than he understands in order to understand more than he grasps. He must touch Heaven while standing with both his feet on the ground, similar to what takes place when one hears the music of Bach, Mozart, or Beethoven, and suddenly feels that he is taken on a journey to unknown landscapes. I would even suggest that some posekim should actually listen to this kind of heavenly music while contemplating halakhic problems presented to them. It will broaden their minds and hearts, and they will see a world emerging that opens halakhic possibilities they never contemplated before. They will sense God’s presence, because music sets the soul free and evokes in us wonder about who we are and what we live for. As Swiss Protestant theologian Karl Barth once wrote, “Whether the angels play only Bach in praising God, I am not quite sure; I am sure, however, that en famille they play Mozart.”[4]

 

No Legalism

 

It is the posek’s task to ensure that Judaism is not identified only with legalism. There is an entire religious world beyond halakha—one of aggada, philosophy, deep emotional experiences, devotion, and often unfinalized beliefs. Shouldn’t these be part of the process of deciding how halakha is to be applied? The task of halakha has always been to ensure that Judaism does not evaporate into a utopian reverie, a superficial spiritualism. But the facts on the ground suggest something entirely different. Judaism has developed in a way that has destroyed the delicate balance between law and spirit, and it has turned into a type of sacred behaviorism. Halakha is supposed to be the practical upshot of even unfinalized beliefs. Judaism was never supposed to become a religion that is paralyzed in its awe of rigid tradition. It is a fluid liquid that must be transformed into a solid substance so as to enable the Jew to act. It must chill the heated steel of exalted ideas and turn them into pragmatic deeds without allowing the inner heat to cool off entirely.

            Halakha is the midwife that assists in the birth of not only answers but also profound spiritual questions created by that very halakha. As such, we must ensure that the Posek haDor does not turn into someone who gives automatic answers on the spot. Instead, he should walk the person through a landscape in which these questions are properly discussed.

 

The Wife of the Posek

 

It is high time that a group of women, particularly the wives of posekim, be deeply involved in certain halakhic decisions when they touch on emotions and social conditions that they may understand better than the posek/husband. Why do we almost never hear about the wife of the Posek haDor, her wisdom, and especially the sacrifice entailed in being married to such a great man who is needed by so many and who often has little time for his own family?[5]

Today’s Posek haDor is often absolutely sure of the truth of his religion, but not informed or aware of the many challenges today’s world presents to religious faith and Judaism. How could such a person be able to understand the many issues of people who live in religious doubt? Furthermore, the posek must sincerely appreciate the plight and pain of the confused teenager, the Jewish Ethiopian, the bereaved parent, the struggling religious homosexual, the child of a mixed marriage with only a Jewish father, even the Christian or Buddhist who has an affinity for Judaism and asks for guidance.

 

The Need for Advice

 

Is there anyone in this world who has all the qualities necessary to singlehandedly rule on these matters? It is entirely unfair and extremely dangerous to ask one person, however pious and wise, to adequately respond to all these issues. It requires teamwork with fellow rabbis and teachers, who may not be as learned in halakha but are much more familiar with many of the problems of which the Posek haDor may not be aware. The Posek haDor should be advised by a team of highly experienced professionals—psychologists, social workers, scientists, and even poets and musicians—before giving a ruling, so as to prevent major pitfalls. Halakha should be decided by consensus (as was once the case with the Sanhedrin) instead of by one person, even if he is the greatest. Centralized authority has become a dangerous matter. It may be wise to allow people, with some guidance, to decide on their own after having heard all the halakhic views and spiritual dimensions of their question.

 

New Torah Ideas and Not the Vatican

 

Posekim should encourage new Torah ideas and shun the denunciation of those books that try to bring religion and science together in harmony. Instead of banning them, as the Vatican used to do in former times, they should encourage these works. In the last few years, powerful rabbis have tried to prevent books from being published, or have condemned them, because they did not agree with their content, claiming them to contain heresy. In their ignorance, they tried to ban them and their authors, causing a terrible hillul Hashem (desecration of God’s name) after secular newspapers were informed of these condemnations and ridiculed them, since they indicated a total lack of scientific knowledge on the part of those who signed and endorsed these bans. Some of these great rabbis should stop the banning and instead learn to offer scientific and philosophical solutions to possible conflicts between Torah, science, and philosophy. But to do so, they need to acquire enough knowledge! What is the point of labeling certain ideas as heresy when one does not have the knowledge to understand the issues involved? In any case, bans and inquisitions have no place in Judaism.

            The Posek haDor must have shoulders broad enough to carry and appreciate different worldviews, including Zionist, non-Zionist, ultra-Orthodox and Modern Orthodox. And he must ensure that all these denominations feel his impartiality and his allowance of space for their varied ideologies. Perhaps he could even have an open ear for Reform and Conservative Judaism and realize that many of their adherents are serious about their religion, even though he would not agree with these movements. And when he disagrees, he should be sophisticated enough to explain why he indeed differs.

A true posek should visit women’s shelters, speak personally with abused women and children, and perhaps periodically deny himself food and drink so that he feels the real horror of poverty and rejection. Unless he is a very sensitive soul, he should perhaps get himself hospitalized and spend time observing and even experiencing the lives of people who are incapable of leaving their beds. They are in the hands of doctors and nurses who do not always deal with their patients in an adequately compassionate manner, whether due to lack of time, insensitivity, or some other reason. He should also carefully listen to the complaints, problems, and frustrations of the medical staff.

 

The Posek Should Go into Exile

 

Before dealing with the question of agunot[6] and the refusal of husbands to grant their wives a get (writ of divorce), it would perhaps be a good idea for the posek to leave his wife for a period of time (with her consent, of course) and live in total loneliness, so as to understand what it means to live in utter silence and have no life partner.

Above all, it is the Posek haDor’s responsibility to narrow the serious gap between the ultra-Orthodox and the rest of Israeli society, and to come up with creative halakhic solutions that will boggle the minds of all branches of Jewry.

Posekim must be people who will propose unprecedented solutions for the status of the tens of thousands of non-Jews with Jewish roots living in Israel. They must ensure that courses on Judaism are so attractive that halakha becomes irresistible. They should instruct their students to welcome these people with open arms, knowing quite well that otherwise we will be confronted with a huge problem of intermarriage in Israel, which threatens the very existence of the Jewish state.

The posek’s farsighted and long-term view must ensure that major problems, such as the exemption of yeshiva students from army service, will be resolved once and for all.

Over nearly 2,000 years of exile, Jewish law has developed into a “waiting mode” in which it has become the great “Preserver of the Precepts.” It has been protective and defensive, and mainly committed to conformity, in order to ensure the survival of Judaism and the Jews who were surrounded by a non-Jewish, mostly hostile society. It became a “galut halakha”—an exilic code—in which the Torah sometimes became overly stultified. It may have worked in the Diaspora, but it can no longer offer sufficient guidance in today’s world and in Israel.[7]

The State of Israel is the great catalyst for this new situation, which we have not experienced during the past 2,000 years. Consequently, we are in dire need of “prophetic halakha,” in which not only the rules of halakha are applied, but also the perspectives of our prophets who spoke of burning social and ethical issues. This should be combined with a melodious spiritual resonance that introduces new points of view on genuine and deep religiosity.

 Isn’t it time to leave the final codification of Jewish law behind us; to unfreeze halakha and begin reading between the lines of the Talmud to recapture halakha’s authentic nature?

 

To Be a Conductor of an Orchestra

 

To be an arbiter of Jewish law is to be the conductor of an orchestra. It is not coercion, but persuasion that makes it possible for the other to hear the beauty of the music and to accept a halakhic decision, just as one would willingly listen to the interpretation of a conductor—because one is deeply inspired.

To be a posek means to be a person of unprecedented courage; one who is willing to initiate a spiritual storm that will shake up the entire Jewish community. A storm that will free conventional and codified halakha from the sandbank in which it has been stuck. In a revolutionary shift, posekim should lead the ship of Torah, in full sail, right into the heart of the Jewish nation, creating such a shock that it will take days, weeks, or even months before it is able to get back on its feet. With knives between their teeth, like the prophets of biblical days, these great halakhic arbiters, of impeccable an uncompromising conduct, should create a religious uproar that will scare the moral wits out of both secular and religious Jews and weigh heavily on their souls.

 

To Be Feared and to Be Loved

 

Posekim should not be “honored,” “valued,” or “well-respected,” as they are now. As men of truth, they should be both feared and deeply loved. Jews of all backgrounds should be shaking in their shoes at the thought of meeting them, while simultaneously being incapable of staying away from their towering, fascinating, and above all, warm personalities.

Halakhic decision-making is a great art. The posek should never forget that he is the soil in which the halakha is to grow, while the Torah is the seed and God is the sun.[8]

We are in need of decentralized rabbinical authority in which many more rabbis will have a personal relationship with their flock and consequently be able to respond to the often difficult and very personal questions their followers are asking. There are no longer such unusual great rabbis who know the art of reading people’s minds and hearts without having a personal relationship with them. This was exactly the point that Yitro made when he told his son-in-law Moshe Rabbeinu to appoint ministers “as leaders of thousands, leaders of hundreds, leaders of fifties, and leaders of tens.”[9] Only the major cases would be brought to a giant authority like Moshe. But alas, such leaders no longer exist.

We should be very thankful that we witness the disintegration of rabbinical authority in our days. Nothing could be worse for Judaism and the Jewish people than having rabbis who are admired as great spiritual halakhic leaders when for the most part they are not. We will witness, slowly but surely, the rise of a completely new rabbinical world, which will give us more reason to be proud Jews and live a spiritual halakhic life. Yes, it will take time—but it will surely happen.

Perhaps our future rabbis should first listen to the heavenly music of Bach, Mozart, and Beethoven, after which they will be able to render a truthful halakhic decision. It might do wonders!

 

 



[1] The concept of Daat Torah is highly questionable, and in fact incompatible with Jewish tradition. Too many rabbis whose Daat Torah is accepted contradict each other in many profound and disturbing ways, which makes a farce of the whole idea. See the highly critical article by Lawrence Kaplan, “Daas Torah: A Modern Conception of Rabbinic Authority” in Rabbinic Authority and Personal Autonomy, ed. Moshe Z. Sokol (Northvale, NJ: Jason Aronson, 1992), 1–60. For a general overview of the doctrine of Daat Torah, see Alfred S. Cohen “Daat Torah,” Journal of Halakha and Contemporary Society 45 (Spring 2003): 67–105; Benjamin Brown, “Jewish Political Theology: The Doctrine of Da‘at Torah as a Case Study,” Harvard Theological Review 107, no. 3 (2014): 255–289. See also the series of lectures and accompanying source sheets by Rabbi Anthony Manning entitled “Da’at Torah and Rabbinic Authority,” 2017, http://www.rabbimanning.com/index.php/audio-shiurim/daat-torah/. I would suggest that there is something we can call Ruah haTorah, according to which differing opinions are stated, which are all rooted in diverse readings of our traditional rabbinic literature. This is a beautiful example of elu veElu. See Eruvin 13b.

[2] See Abraham Joshua Heschel, The Earth Is the Lord’s: The Inner World of the Jew in East Europe (NY: Farrar, Straus and Giroux, 1978), 62–63.

[3] Abraham Joshua Heschel, God in Search of Man: A Philosophy of Judaism (NY: Farrar, Straus and Cudahy, 1955), 326.

[4] Karl Barth, “A Letter of Thanks to Mozart,” from the Round Robin in the weekly supplement of the Luzerner Neuesten Nachrichten, Jan. 21, 1956. This is also quoted in “Selections from Barth’s Writings,” New York Times, Dec. 11, 1968.

[5]ArtScroll Publications did publish a book about the wife of Rabbi Chaim Kanievsky, well known leader and halakhic authority in Israel’s Hareidi community: Naftali Weinberger, Naomi Weinberger, and Nina Indig, Rebbetzin Kanievsky: A Legendary Mother to All (NY: Mesorah Publications, 2012). But this is a drop in the bucket to what should and could be done, and it is entirely unclear whether Mrs. Kanievsky was involved in any halakhic decision-making.

[6] An aguna [agunot pl.] is a Jewish woman who is chained to her marriage because her husband is missing or refuses to give her a get.

[7] See Eliezer Berkovits, Ha-Halakha, Koha ve-Tafkida (Yerushalayim: Mossad HaRav Kook, 1981); English version, Not in Heaven: The Nature and Function of Halakha (NY: Ktav, 1983).

[8] Heschel, God in Search of Man, 274. See Samuel H. Dresner, Heschel, Hasidism, and Halakha (NY: Fordham University Press, 2002), 108.

[9] Shemot 18:21.

 

The Geometry of Judaism

https://mail.google.com/mail/u/0/images/cleardot.gif

I sit at my desk at home near the end of April, far from the joyous Lag Ba’Omer bonfires crackling in Meron a world away, surrounded by my sefarim and books, engulfed by endless online shiurim and 24/7 news crawls on tv. All of this brings to mind a line from the poem The Waste Land, “ These fragments I have shored against my ruins.” Outside my window on the radio of a passing car, Alicia Keyes is singing, and I ask myself if her recorded voice, suddenly lost to the gunning of the auto engine, was kol isha? Or was it dependent upon my intent? And then I try to reimagine authentic Orthodoxy, try to reconcile what my friend the hazzan calls “a classical Judaism…structuring life by following classical forms and ideals” with the modern. The nineteenth century poet of Paris, Charles Baudelaire, wrote: “By modernity, I mean the transitory, the fugitive, the contingent…” And I wonder who will come sit in my circle, who will break bread, who will, so to speak, make minyan with me.

I try to write here descriptively, never prescriptively. I am neither by nature nor by accomplishment one to prescribe, certainly not beyond what berakha to make, the order of prayers, or customs of the holidays. More serious matters, such as applying halakha in sensitive personal situations, determining religious responsibility in idiosyncratic or severe circumstances, resolving problems in the fulfillment of mitzvoth hamurot --these are the weighty issues; though routine to the Orthodox Jewish condition, they are best left to the best trained and broadest-shouldered, the posekim who tower in Torah and rule from an ingrained and humane Torah perspective.

I dare to write impressionistically, venture to lay before you “an unfinished inquiry” in the hope that, somewhere out there, there may be readers who lie awake at night after keriat shema thinking the same thoughts, reflecting on the same joys, mulling over the same spiritual aspirations, contemplating the same concerns for our religious selves. Surely there are readers out there who suffer, not always but often enough, the same inconclusiveness? After all, why re-magine Orthodoxy if we are wholly fulfilled? Is there a “but,” a conscious or unconscious hesitancy that prompts the re-imagination?

I can think of one: “But why?”  Yes, we obey the Law to the best of our human capabilities, yet understanding often eludes us. The Chofetz Chayim recognized this. In his introduction to the Laws of Shabbat, he offered the rationale that whoever studies his Mishnah Berurah “will come to know each law, together with its reason and underlying thesis, in both theory and practice.” Rabbi Marc D. Angel recognizes this when he redefines the tam, one of the four sons in the Haggadah sequence. The tam is not “simple and naive” but “pure and whole,” and the tam declares, “I’ll do what my religion requires, but I need something more. I need to know the inner spirit of what the religion demands of me.” Yes, understanding eludes us, yet from the very beginning of Creation, verbal reasoning has distinguished humankind, and the interrogative sentence – Why? What if? To be or not to be? –  has distinguished verbal reasoning. Questioning is an essential tool, a hallmark of our approach to the Torah intended by God to guide every moment of our earthly lives. Certainly we are in our religious rights to seek answers, even impatiently, now, today, before Tishbi Yetareitz Kushiot Uba’ayot, that future time when Eliyahu HaNavi will usher in the messianic age and resolve the unresolved. Admittedly it is stretching the point, but might we not invoke Hillel’s injunction in order to underscore the matter? “Do not justify saying something that is not easily understood on the grounds that, eventually, it will be understood”?

 

I sit at my desk and my mind conjures voices of the Gaon and the Rav, the Netziv, and Rav Hirsch and the Ramban.  They tumble in memory in no specific manner, for, when the soul wrestles with it, the mind seems to know no order, no time or space, no chronology or hierarchy of Rishonim and Aharonim. Ironically, “There is an order to it all,” they say, their words commingling, “a geometry of Judaism.”

They urge me to go find it in the yod gimmel middot , the thirteen consistent principles of biblical interpretation;  in the underpinning logic of the Seder Olam that “Scripture does not come to hide but to explain” and in the sustained Talmudic attitude “that the essence of Scripture is in the information obtained by logical inferences and extra-logical rules of transference.”

They urge me to find it in the heated Talmudic debate between Rabbi Eliezer and the Sages, where the majority rules by rebutting a bat kol, Divine Voice, from heaven with the biblical text, Lo BaShamayim Hi.” Torah Law,” argue the Sages, “is not decided in Heaven but by application on earth of such hermeneutical principles as have been passed down by tradition.”

They urge me to find it in RavSoloveitchik’s Brisker-inspired pyrotechnics, in the way he discovers patterns across the landscape of authentic Jewish texts and practices, and in the way he elucidates Halakhic Man by comparing him to a mathematician, in that both “ live in an ideal realm…enjoy the radiance of their own creations,” and both discern an “ideal-geometric space [that finds] its actualization in the real world”; to find it in the Gaon’s appreciation of mathematical knowledge and reasoning as a means of understanding the world and of divining its relationship to the ideal Torah.

They urge me to find it in Rav Hirsch’s recognition, as described by Dayan Grunfeld, of two revelations, Nature and Torah, each with a set of principles applicable to its own realm, and in Rav Hirsch’s “endeavor to explain the Biblical text out of itself…to objectively investigate the sources of Judaism as given phenomena” by means of a divine science, a geometry, so to speak, of Judaism.

They urge me to go find it in the Netziv’s introduction to his Humash commentary, Ha’amek Davar, where he draws a similar analogy to that of Rav Hirsch: just as it is a mitzvah for the nations of the world to glorify God by studying Nature via the different disciplines of science, so is it our profound obligation as the Jewish nation to study the Torah and to discover therein all that is Divine. 

And, finally, they urge me to find it in the Ramban’s symphonic hakdama to Sefer Bereishit, where he depicts the many portals of wisdom that God created and transmitted to Moshe Rabbeinu– the portal of wisdom concerning the mineral world, the portal of wisdom concerning vegetation, the portal of the trees, the birds, the fish, the wild beasts, and so on until the nigh-supreme portal of wisdom concerning human beings, those creatures in God’s image who possess speech and reason and knowledge of right and wrong.

Echoing these Gedolim, in faint reverberation, come words of mathematicians from off my bookshelf. Here is number theorist Abraham Fraenkel: “The mathematician does not invent the objects of his science – he discovers them.” And here is another theorist, Srinivasa Ramanujan: ”An equation for me has no meaning, unless it represents a thought of God.” And now Kurt Gödel, one of the great thinkers of the 20th century: “Mathematics describes a nonsensual reality that exists independently both of the acts and of the dispositions of the human mind.” Floating in like a coda come these words of Michael Tanner, a Cambridge philosopher: “Mathematics is especially fascinating since it both proceeds according to its own laws but also works wonderfully well, for the most part, in application to experience.” 

So too, suggests Tanner, might we describe instrumental music: “ a self-sufficient series of sounds, which succeed one another according to ‘laws’ which bear only tenuous analogies to anything outside music;” so too, the game of chess, “another extremely elaborate activity that seems capable of endless expansion, but one that is autonomous.” So too, then, in this light, might we gain a glimpse of how the Gaon and Rav Hirsch and the Netziv understood the ideal, transcendent Torah.  And so too would the Rav recognize in Tanner’s view his own analogy of mathematics to the halakha, which proceeds according to its own laws and works wonderfully well in affording the practicing Jew “a living experiential feeling that innervates and enlivens hearts,” as Rav Soloveitchik himself expresses it,

But what can we do when reason leads to contradiction?  To confusion? To uncertainty?  That is where conflict appreciation comes in. Not “conflict resolution,” but, if we are reimagining Orthodoxy, conflict appreciation, indeed. Again, like an incantation, words and phrases of the Rav come to the fore –  “fraught with contradictions,” “wrestles,” “struggles with affirmation and negation,” until finally,“out of the contradictions…there emerges a radiant, holy personality whose soul has been purified in the furnace of struggle and opposition.” Why, after all, shouldn’t we experience bouts of uncertainty?  Entertainment of doubt? Possibility of being wrong? RavSoloveitchik dominates yet again, this time in full oratory: “The grandeur of religion lies in its mysterium tremendum, its magnitude, and its ultimate incomprehensibility... The beauty of religion, with its grandiose vistas, reveals itself to man not in solutions but in problems, not in harmony but in constant conflict of diversified forces and trends.”

Certainly, science knows uncertainty. Werner Heisenberg’s experiments led to a principle of uncertainty in the last century, and multiverse theorists in this century, including famed physicist Stephen Hawking, posit different universes with different systems of physical laws and behavior, one system potentially confounding another, straight lines not certain to be the shortest distance between two points. On the other hand, and despite the challenges of uncertainty and indeterminacy, there are those scientists who, in their particular fields, might be said to parallel the Gaon and Rav Hirsch in seeking a unifying ideal, a scientific analogue, narrowly speaking, of the ideal Torah. In 2007, Physicist A. Garrett Lisi proposed “A Geometric Theory of Everything,” as Scientific American later dubbed it, encapsulating its thesis as, “Deep down, the particles and forces of the universe are a manifestation of exquisite geometry.” A geometry of science, a geometry of mathematics, a geometry of Judaism – clever analogies, perhaps, but what then are we to make of the last, which concerns us the most?  What does Orthodoxy, a prime breeding ground for proof texts, seek to prove?

As an autonomous system of Law and Ethics, Orthodoxy promises integrity, conscience, identity to those who adhere to its principles, but does it promise them certainty? Surely it sustains those who practice it, teaches us how to tame this world, affords us templates like Shabbat, Rosh Hodesh and holidays to sanctify our time; like synagogues and the peah corner of a field set aside for the poor to sanctify our space,; like bikku rholim and bal tash-hit to sanctify our deeds; like fixed prayer and, keneged kulam, equal to all, Torah learning to sanctify our thoughts. As Rabbi Ira Rohde writes, “Participation in classical Jewish forms does not merely mold or perfect Jewish character, it actually constitutes that character out of undifferentiated chaos. Structure gives coherent, intelligible meaning, and meaning gives life substance.”

Orthodox tradition does promise certainty in the world to come, envisioning experiences of eternity meted out on a sliding scale according to our levels of adherence to Torah ideals during our lifetimes. But contemplation of olam ha’ba, except for the most saintly among us, rarely forestalls the anxieties, the fears, the dark moods that might trip us up…at any moment…unforeseen. Still, as the Rav exhorts, why are we seeking certainty and proof when “the grandeur of religion lies in its ultimate incomprehensibility”?

So I look into the essays of Rav Soloveitchik’s talmid and son-in-law, Rav Aharon Lichtenstein, where he explores the possibility of finding a middle ground that is “halakhically and hashkafically defensible” for those who, like the tam, the pure son, need something more, need to know the inner spirit. What, I wonder, would it require?  And Rav Lichtenstein answers: “ a principled and consistent attachment…spiritual commitment” to a relevant posek and his community of followers. And, he continues, it would require, too, a self-awareness and conscious avoidance of arrogance and ignorance in the way we seek understanding of both our Torah and our world, in the way we question, in the way we choose our personal religious mentors.

I seek to personally grasp this view, and my tentative conclusions are in no wise endorsed by Rav Lichtenstein. While we cannot find ultimate comprehensibility in religion, we can, like Rabbi Rohde suggests, find meaning in our classical Jewish forms and formulations, in the geometry of Judaism. And perhaps, if we use sound judgment predicated on a genuine Torah perspective, we might with proper motivation, to paraphrase Rav Lichtenstein, selectively gather hashkafic components from various Torah thinkers in order to fuse these into a coherent worldview. 

Now, however, in my mind’s eye Rav Lichtenstein lifts a finger of warning, concludes with a caveat: “Let the selector beware.”  Though he endorses gathering elements “thoroughly grounded in indigenous tradition,” he nonetheless cautions against incorporating “accretions appended to the tradition.” Might we try to argue that one man or woman’s accretion is another one’s Torah U’Mada or Torah im Derekh Eretz? That there may be responsible ways to cast a net into the sea of wider culture in order to find objects, activities, ideas that support and enrich our careers as humans on this planet and potentially even afford us insight into the Torah? Would we be wrong to call upon Rav Hirsch to defend us? These are not rhetorical questions, but sincere stumblings. Do I read Rav Hirsch correctly? Listen with me as he relates how Noah’s son Yaphet produced “nations which characterize themselves in nurturing art, aesthetic beauty…conscious of some higher ideal up to which [humankind] is to work itself out of its crudeness…Through grace and beauty they foster a taste for more spiritual activities, music, poetry, art.” These “spiritual activities” are, admittedly, mere way stations on the road to the ultimate goal on earth, for that is entrusted to Noah’s son Shem, from whom the Jewish people descend. This goal, modeled by the Jewish nation but intended ultimately for all humankind, is “to build their homes on earth in such a manner that God dwells with them.” But, then again, Rav Lichtenstein expresses reservation about Rav Hirsch’s approach…

…And so, my reimagining Orthodoxy comes full circle to un cri de coeur, an appeal not a protest, a heartfelt inquiry not a confirmation bias.  An aggada in the Talmud comes to mind: “A child in its mother’s womb is taught the Torah, beginning to end, but as soon as it sees the light of day, the child is approached by an angel who taps its lips, and suddenly, entirely the Torah is forgotten.” If all Torah learning is a forgetting and remembering, then perhaps that is why our yearning for understanding is so great, since what we once possessed wholly as our own we must now go through life searching for like a lost jewel. Perhaps that is why some of us seek it even in the oddest of places, for who really knows where they might be hiding, those holy recollections of yore? Surely Shem and Yaphet played together as sibling youths, and who really knows what thoughts transcendent Shem and his more earthbound brother shared? As Midrash Eik ha Rabbah confirms: “If someone tells you there is wisdom among the nations of the world, believe him, Torah among the nations of the world, do not believe him.” So who then can say with certainty that knowledge and experience of the wisdom of nations cannot on occasion yield understanding of our experience as Jews and bear fruit in the garden of Torah?

Rising from my desk, I put my iMac to sleep and turn toward my sefarim and books. I am torn between my Rebbe’s Rebbe, HaRav Elchanan Wasserman, who saw up to the Heavens by looking to the ground in order to keep the gashmiyut of the street at bay, and between my heart’s Rebbe, HaRav Avraham Yitzhak HaKohen Kook, who looked into people’s eyes and declared that he could not help but love all humankind; who fervently embraced the Jewish people and their homeland of Zion; who advised that, rather than immediately refute an idea which seems to contradict the Torah, we instead build the palace of Torah above it.  I am torn between Rav Shimshon Raphael Hirsch, whose commentary seems to me to bestride the Humash like a colossus and whose essays bespeak a modern sensibility and a traditional soul, the very model of Torah im Derekh Eretz, and between Rav Aharon Lichtenstein, who analyzes with clarity and brilliance the Torah’s most complex issues, who lives the Torah’s highest ethic, who at times articulates his original Torah thoughts by reference to world literature and classical humanism, and yet who struggles to consider Rav Hirsch’s humanism as something more than an accretion.

So I turn from the bookcase to the window. The street is quiet, few cars pass by in the evening. The lunar month is half gone and the waning moon is reflected in the glass storm door of my neighbor, a jazz musician; for a moment, I fill the evening’s silence with melody by imagining him nestled against the pillows of his living room couch listening intently to Miles Davis’ album Kind of Blue. It is far easier, I tell myself, than reimagining Orthodoxy. Suddenly, my cell phone vibrates, reminding me that it is time for ma’ariv. As I walk out into the night, I find myself both anticipating the ancient invocation of Barekhu in the beit midrash and wondering, still, who might be out there to make minyan with me.

 

 

 

 

 

 

Ladino Transitions

Ladino Transitions:

Vernacular Religious Literature and the Modernization of Ottoman Jewry[1]

By Matthias B. Lehmann

 

 

One of the earliest newspapers that appeared in Ladino, the Judeo-Spanish language of the Ottoman Jews, was Sha‘arei Mizrah (later known as Puertas de Oriente), published in the port city of Izmir since the mid-1840s. In one of its first issues, Sha‘arei Mizrah expressed clearly the educational agenda of the nascent Ladino press: the editor thanked the Ottoman authorities for having granted permission for the newspaper to be published and declared with much confidence that this must have been due to Sultan Abdülhamid’s desire to see his subjects progress and be educated. “Being aware that the benefits of printing are such that we can learn about every aspect of science, just like the most civilized nations of Europe,” the authorities had granted their support to the publication of this new Ladino journal, and its editor expressed his hope that “thus we will be able to prosper in everything” and will become “worthy subjects of such a gracious and just sovereign.” These phrases represent the themes that set the agenda for the political and cultural changes in Ottoman Sephardic society promoted by the secular Judeo-Spanish press throughout the second half of the nineteenth century: Ottoman patriotism, the desire for a regained prosperity through modern education, and the rhetoric of “civilizational progress” inspired by Western, European culture.

After timid beginnings in the 1840s, the newspapers in Ladino flourished from the 1860s onwards and were the most important vehicle in spreading the politics of westernization and modernization among the Sephardic communities of Turkey and the Balkans. Secular genres in Ladino literature such as the novel, adapted from Western (in particular French) literature, developed in the framework of a growing Judeo-Spanish public sphere. Historians have pointed out the significance of these secular genres of Ladino literature and in particular of the new Judeo-Spanish newspapers for the modernization of Ottoman Jewry in the late nineteenth and the early twentieth centuries. As a force of change and modernization, they reinforced the effect of two other agents of change: the political-legal reforms adopted by the Ottoman state, the tanzimat of the nineteenth century; and the influence of the Paris-based Alliance Israélite Universelle, which advanced its own westernizing agenda through a network of schools that it opened throughout the Ottoman Empire. In fact, if the direct reach of the Alliance was limited to a small, westernizing elite, the writers of Ladino literature and Ladino newspapers were broadcasting its ideal of modernization through westernization to an ever increasing audience of Ottoman Jews.

If, however, we want to understand the beginnings of the modern transformation of Ottoman Jewry—its “genealogy of modernity”—then we need to go back to the beginnings of Ladino literature in the eighteenth century. If the combined effect of tanzimat, the Alliance schools, and a secular Ladino public sphere profoundly transformed Ottoman Jewry in the last quarter of the nineteenth century and the first decade of the twentieth century, this transformation was only possible because the rise of a vernacular Judeo-Spanish literature beginning in the eighteenth century had prepared the ground. This early stage of Ladino literature has attracted surprisingly little attention among historians who still tend to privilege the external forces, imperial-governmental or European, in their accounts of Ottoman Jewish transitions in the modern age. In those accounts, Ottoman Jews mostly responded to change, but they didn’t contribute to it. In particular, the Ottoman rabbis are usually seen as a rather passive force, steeped in their traditionalism, and responding to developments around them but never quite being part of the story. In spite of themselves, however, these rabbis had laid the foundations for the subsequent flourishing of Ladino print culture, and thus, the traditional leadership contributed, in spite of itself, to the rise of modern Sephardic culture, including its more secular manifestations.

 

When the Jews were expelled from Spain in 1492, some of the exiles appeared in Ottoman cities soon after, as early as the summer of 1492 in the case of Constantinople. The first Spanish-Jewish immigrants were followed by subsequent waves of Sephardic immigration, some of whom arrived by way of Italy or North Africa in the course of the sixteenth century, then by conversos who had been forced to convert to Christianity in Spain (1492) or in Portugal (in 1497) and left the Iberian peninsula in a constant trickle of emigration throughout the sixteenth and seventeenth centuries. The Spanish Jews brought with them their religious-cultural traditions and, given their demographic predominance in many parts of the Ottoman Empire, soon established their primacy over the local, mostly Greek-speaking Jews. They also brought with them their own language, Castilian Spanish, which morphed into a distinct form of Judeo-Spanish—the vernacular language of the Ottoman Sephardim also called Ladino. Their influence was such that Judeo-Spanish became the Jewish language in the Balkans and in Asia Minor, and it persisted as a distinct language of the Sephardic community even in places where the immigrants encountered a strong Arabic-speaking Jewish community, for example in Aleppo or in Jerusalem. As a matter of fact, in spite of the promotion of French literacy in the Alliance schools and the commitment to educate the Jewish public in Turkish which was professed by many Ottoman Jewish intellectuals, still at the turn of the twentieth century some 85 percent of Jews in Turkey declared that Ladino was their first language.

            In spite of the predominance of Ladino as a spoken language, few books were published in Judeo-Spanish before the eighteenth century. Those that were printed—Spanish Jews had introduced the printing press into the Ottoman Empire as early as 1493—were largely directed at former conversos who needed vernacular literature to facilitate their return to Judaism after having escaped the Inquisition. But these texts remained marginal in an Ottoman Jewish literature that continued to be written and published in Hebrew. One author who did write in Judeo-Spanish, including on secular topics, was Rabbi Moses Almosnino. In the 1560s, Almosnino was part of a Jewish mission from Salonika to the imperial government in Istanbul in order to negotiate more favorable economic conditions for his community. During the lengthy visit to the imperial capital, Almosnino wrote a short history of the Ottoman sultans and an extensive description of the city, all of it in the Judeo-Spanish language. His work was printed, in Latin characters—though outside the Empire, in 1638 in Madrid.

            It was only in the second quarter of the eighteenth century that Ladino emerged as a language of literature. Credited with this development are primarily two figures, both living and working in the imperial capital Istanbul: Jacob Huli, who published the first volume of his encyclopedic Bible commentary, the Me‛am Lo‛ez, in 1730; and Abraham Asa, a prolific translator and author of literature in the Judeo-Spanish vernacular. Asa published the first complete Ladino translation of the Bible between 1739 and 1745, explaining the educational reasoning behind his monumental effort in the introduction to one of the volumes:

David Qimhi [a medieval biblical exegete] explains that what sustained the Jews in their exile was their ceaseless study of the Bible. And Isaac Abrabanel [a leader of Spanish Jewry in 1492] says that the reason for the expulsion from Spain was that people did not study Scripture; while they had more than five thousand rabbis of universal fame, the masses did not read the Bible.

Since most people do not understand what they are reading when they recite the biblical text in Hebrew, Asa went on to say, “the printer Jonah [Ashkenazi] wanted … to print the Bible in Ladino, well translated [bien ladinado], and including Rashi’s [classical biblical] commentary.”

            These remarks by Abraham Asa capture the educational ethos of a group of writers who I call the “vernacular rabbis.” These rabbis responded to what they perceived as the cultural decline of Ottoman Jewry and to a much broader educational ideal that developed as a corollary of the Lurianic school of Jewish mysticism coming out of sixteenth century Ottoman Palestine. They were no longer content with a learned discourse limited to the rabbinic elite and remaining beyond the grasp of most Ottoman Jews. Instead, they developed an educational ideal which appealed to the Ottoman Jewish “masses.” The fact that Asa explicitly acknowledged the role of Jonah Ashkenazi, the printer of many of his and numerous other Ladino works, further testifies to the close relation between an emerging group of scholars, printers, intellectuals, and rabbis who produced and disseminated a growing number of books in the vernacular language of the masses. In due course, Asa added translations from the Hebrew of the prayer book, a digest of rabbinic law, rabbinic ethical writings, and even a “History of the Ottoman Kings.”

            Jacob Huli, in turn, authored what became the first in a long series of biblical commentaries and a classic of Ladino letters in the eighteenth century and beyond. His monumental Me‛am Lo‛ez was a veritable encyclopedia of Jewish knowledge, intertwining information about Jewish religious law, moral teachings, entertaining stories, and instruction on a wide array of topics within what was ostensibly a Judeo-Spanish commentary on the Bible. Huli provided a vast anthology of rabbinic tradition in an easily accessible, vernacular idiom, making it entertaining at the same time. In a similar vein, Asa produced an entire library of Jewish knowledge through his tireless translation efforts. Together, these authors (and others of their generation) gave shape to what became a new Ladino literature, which had not previously existed. What their works had in common, and what they shared with the secular and westernizing literature of modern Ladino writers in the late nineteenth or early twentieth centuries, was that they wanted to educate and entertain. It has been said that all of Ladino literature was educational, whatever the literary format or genre, and thus, long after Huli’s and Asa’s ideal of a religious revival gave way to the secularizing ideal of Alliance-educated authors a century and a half later, the basic function of Ladino literature as an educational device addressed to a popular audience had not changed at all.

It is important to note that the emergence of Ladino print culture (and the revival of Hebrew print) in the eighteenth century was not an isolated development. The same period also saw the emergence of Ottoman-Turkish print in Arabic script. Up to that point, Muslim jurists had rejected the use of print for Arabic or Turkish works. While Jews and later various Christian minorities had established their own printing presses in the Ottoman Empire before, it was only in the late 1720s that we find the timid beginnings of an Ottoman Turkish print culture. An emblematic figure in the advancement of printing in the Ottoman Empire was Ibrahim Müteferrika, who is also known as one of the first Ottoman diplomats to have advocated a new openness towards the West and the reformation of the Ottoman military on European models. In 1726, he submitted a treatise, “The Means of Printing,” to the Grand Vizier and the leading Islamic authorities; after obtaining authorization to establish a press, he began operation a year later. None other than Jonah Ashkenazi, the Hebrew printer of Asa’s Bible translation and Huli’s Me‘am Lo‘ez, was among those credited with having helped Müteferrika establish his press. Ibrahim Müteferrika even applied to exempt his Jewish associate from the poll-tax, for he had, as he explained, “profited from the services of the Jew named Yuna [i.e., Jonah], who possesses all the important elements [needed for printing] ….”

 

What exactly was the contribution of rabbinic literature in the Ladino vernacular to the subsequent transformation, or modernization, of Ottoman Jewry? It seems somewhat counterintuitive to attribute such an impact at all to a literature that emerged precisely to bolster traditional religious knowledge among Ottoman Jews, and there is no question that Ladino rabbinic literature continued to be a conservative effort aiming at the preservation of the existing religious and social order. One of the most important contributions of Judeo-Spanish literature for Ottoman Jewish culture, however, was that it opened rabbinic literature to women—and, in fact, to all who did not belong to the educated elite. Women had been all but excluded from the traditional ideal of studying rabbinic tradition, but they were now discovered as a relevant reading audience by the vernacular rabbis. Initially, in the eighteenth century, women were still addressed in an indirect way. In one classic translated by Abraham Asa, a book called Shevet Musar, the author included women as a public to be instructed in Judaism, but not as a reading public: “The ignoramus who does not know to read,” he wrote,

should go on the Sabbath and festivals and at any time of the day to the study house to listen to words of Torah and derekh erets (proper deportment). And what he hears, he should tell his wife and the people of his household when he returns home in the evening.

The ordinary man attending the rabbis’ studies at the bet midrash is thus understood as a broadcaster of the rabbis’ educational message, taking it beyond the immediate audience of listeners and readers.

In the nineteenth century, the inclusion of women became more explicit. In the Pele Yo‘ets, one of the most popular rabbinic works in Ladino of all time, Judah Papo (son of Rabbi Eliezer Papo who wrote the original Pele Yo’ets in Hebrew) spelled out an educational ideal that included a female reading public alongside his male readers. Thus he suggested the establishment of separate women’s study groups:

How good it is if women, friends and relatives, meet, one Sabbath at the home of one friend, and another Sabbath at another friend’s home, and each group appoints a woman who can read and they spend the hour with [study]. One advantage is that they will look for ways to teach their daughters [how to read as well].

Significantly, Judah Papo encouraged women to learn how to read and write not only for the sake of religious study. He explicitly mentioned secular commu­ni­cation like reading and writing letters among the things women should be able to do. Other Sephardic rabbis who published vernacular books at the time also insisted on the importance of educating girls. Isaac Amarachi and Joseph Sason wrote, for example, that it is appropriate

to teach the daughters the holy tongue [Hebrew] and the language of the country in which one lives, and teach them to understand the prayers they say, and writing and calculus, and then teach them a profession, because idleness leads to promiscuity.

Obviously not all women took advantage of the new possibilities opened up to them by vernacular rabbinic literature, just as not all men flocked to the study sessions or read the new volumes of Judeo-Spanish rabbinic writings. But reading and study were now increasingly stripped of their gender-specific association with a male public sphere. Some rabbinic authors may very well have resisted this development, but they could not stop its far-reaching social consequences. By including women among the intended readers of their popular books, the authors of popular Ladino rabbinic literature paved the way for the emer­gence of a female reading public which would prove a most re­ceptive audience for new, secular genres of Judeo-Spanish literature that began to flourish in the nine­teenth century.

 

The vernacular rabbis did not only address a new reading audience, thus democratizing access to traditional Jewish knowledge and decentralizing rabbinic control over Ottoman Jewish reading culture. Over time, Ladino rabbinic literature also began to introduce new ideas, though it did so cautiously. By the late nineteenth century, however, the rabbis were increasingly forced to respond to new ideas promoted in the secular Ladino press and literature, for which they had helped prepare a reading public but which was now beyond their immediate control.

The explanation of lunar and solar eclipses provides an interesting example of how the vernacular rabbis moved from representing traditional rabbinic ideas in Judeo-Spanish language, then cautiously introduced new ideas, and finally responded to the open challenge of rabbinic authority presented from the outside. Jacob Huli, in the Me‛am Lo‛ez of 1730, simply presented the classical astronomy of the rabbis as it was expressed in the Talmud. According to his explanation, the sun revolves around the earth; it is in the north during summer and in the south during the winter, which allows the earth to cool. (Elsewhere, Huli cited the slightly divergent opinions of two Talmudic rabbis and explains that the sun moves below the sky during the day and above the sky at night.) Writing in 1730, Huli was by no means defensive in his approach to Talmudic authority on scientific issues: if Ashkenazi rabbis in Central Europe (perhaps most prominently the Maharal of Prague) had found it necessary to grapple with the implications of a heliocentric model of the cosmos back in the seventeenth century, Huli was seemingly oblivious to contemporary astronomy. In any case, Huli was not interested in knowledge for its own sake but as a vehicle to promote observance of rabbinic law and piety. In Huli’s understanding, eclipses did not require a scientific explanation because they constituted a divine warning and their real purpose was to teach a moral lesson. Thus, he asserted that an eclipse of the sun was a bad sign for the entire world and an eclipse of the moon a bad sign for the Jewish people. He also gave a rather odd list of four things that caused an eclipse of the sun, for example an occasion when a great sage has not been buried according to his rank, or the sin of sodomy. In other words, Jacob Huli did not discuss astronomy for its own sake. Natural phenomena interested him insofar as they carried a divine message (such as a call for repentance), but not as something that called for a scientific explanation.

Almost one hundred years later, with Ladino rabbinic literature entering its second golden age, the situation was markedly different. Two Salonikan authors, Amarachi and Sason, wrote popular rabbinic treatises in Ladino in which they perpetuated, on the one hand, the traditional message of rabbinic popular literature. But, on the other hand, they also chose to use their writing to educate and to enlighten their readers through exposing them to secular knowledge. Thus, for example, they pointed out the importance of smallpox vaccinations, noting that “more than a thousand children” had died in Salonika the previous year of smallpox. This would not have happened, they claimed, if everyone had listened to the rabbis, who had called for the smallpox vaccination of all children. The authors opposed popular miscon­ceptions and ignorance, denouncing what they called old women’s talk, which had led the uneducated masses to doubt the importance of vaccination. If rabbis previously had explained disasters such as this one as divine punishment for the sins of the community, Amarachi and Sason now offered a rational explanation, juxtaposing the enlightenment of the rabbis to the ignorance of the masses.

In Amarachi’s and Sason’s writing, secular knowledge and rabbinic knowledge do not compete but are presented as entirely compatible. They undertake to teach their Ladino-reading public some basic astronomy. In doing so, they confidently proclaim the traditional pre-Copernican, geocentric view, which also informed the Me‘am Lo‘ez:

It is well known that the sun moves around the earth in twenty-four hours. When the sun is where we are, it is night for those who are in America, and when the sun is on America’s side, it is night for us ….

They claim that the Talmudic sages and the Zohar had made it quite clear that the earth is round—“una pelota”—and they proudly conclude:

Behold how great was the science of our ancient sages. They had already told us about something that appears to have been discovered by the scientists through their studies, and there is nothing which is not already written or hinted at in our holy Law.

What is interesting is the fact that Amarachi and Sason take most of their scientific explanations from a Hebrew work by a Lithuanian rabbi that had been published in 1797 (Pinhas Hurvitz’ Sefer ha-Berit ), translating several passages into Ladino. The Hebrew original, however, included an extensive discussion of Copernican versus rabbinic astronomy, and presented a long argument in defense of the traditional view as expressed in the Talmud. Huli, Amarachi and Sason were obviously aware of the conflict between rabbinic and scientific knowledge, yet they decided that it was irrelevant to their readers and to their educational project. In the 1840s, it seems, Ottoman rabbis still had no need to compete with a non-traditional worldview that would have challenged the authority of Jewish tradition. Instead, they proclaimed that rabbinic and scientific knowledge were compatible and that rabbinic literature was, in fact, the best way to enlighten the masses. In adapting an Ashkenazi, Hebrew work wrestling with the tension between secular and rabbinic knowledge, they chose to omit all sign of controversy.

Amarachi’s and Sason’s unapologetically traditional view should not obscure the novelty of their approach. While they avoided contrasting rabbinic and scientific knowledge, they did contrast rabbinic enlightenment with popular folk knowledge and they sought to include scientific explanations into the canon of vernacular literature. Thus, unlike Jacob Huli in the Me‘am Lo‘ez, Amarachi and Sason stripped the phenomenon of the eclipse of its ominous character. Instead, they told their readers not to be terrified, adding a rational, scientific explanation based on Sefer ha-Berit’s geocentric astronomy. The two Salonikan authors are thus a good example for the (certainly unconscious) revolutionary potential of Ladino rabbinic writing: they saw themselves as enlightening Ottoman Jews, appropriating scientific knowledge as compatible with rabbinic tradition and challenging what they identified as popular superstition.

A generation later, in the 1870s, the scene had changed quite dramatically. Judah Papo, in the widely-read Pele Yo‛ets, at first sight continued in the mold of early Judeo-Spanish literature. He affirmed the traditional geocentric version of a stationary earth and the sun revolving around it. The decisive difference was that Judah Papo, writing less than thirty years after Amarachi and Sason, found it necessary to defend his view. What was taken as a truth self-evident to the intended reader in the 1840s, needed to be explained and justified when Papo published his Pele Yo‛ets in the 1870s. Not only did he acknowledge that the traditional geocentric worldview of the rabbis was at odds with modern science, but he presented a lengthy polemic against those who relied on modern science instead of trusting the validity of rabbinic knowledge. Confronting a new kind of reader, Papo had now to contend with a secular, westernizing discourse promoted by the schools of the Paris-based Alliance Israélite Universelle and the new Judeo-Spanish newspapers. The modern Sephardi intellectuals who were promoting Western education and were the enthusiastic editors of numerous Ladino journals and daily papers were making their own voice heard in a public sphere that hitherto had been dominated by the rabbis. They employed literary techniques first developed by the vernacular rabbis in the eighteenth and early nineteenth centuries. Like their predecessors, they wanted to educate, enlighten and entertain Ottoman Jews, and they did so by presenting a secular and Western worldview as an alternative to the previously dominant rabbinic tradition.

Papo dismissed the assertions of non-Jewish scientists—in fact, unlike his predecessors, he made a clear distinction between Jewish, i.e., rabbinic, knowledge and non-Jewish, i.e., scientific or philosophical, knowledge. In the Pele Yo‛ets he claimed that the non-Jewish scientists were not even certain of their own knowledge (and he uses this assertion to back up his claim that the readers of secular Ladino literature should return to the certainties offered by rabbinic tradition). “According to the theory of the ancients,” he says,

the sun revolved around the earth and the earth was stationary. In later generations, other philosophers discovered that the sun is stationary and the earth revolves around the sun. In later generations, yet other philosophers claimed that the sun is moving and the earth also. … And as it happened to the philosophers of earlier times, so it can happen to the philosophers of our day. This is to say, in the science of philosophy there is no basis and nothing is certain.

Nevertheless, it must be added, Judah Papo was ambivalent about secular knowledge and acknowledged the benefits of one of the main vehicles for the communication of this new knowledge, the newspapers. In the same Pele Yo‛ets in which he denounced the follies of modern science, he also endorsed the usefulness of the Judeo-Spanish press for spreading knowledge among the masses. In doing so, he echoed the self-understanding of the editors of the Ottoman Ladino press.

In an article dedicated to the explanation of eclipses, the Istanbul-based newspaper El Tiempo (published in November 1873) challenged the traditional notion of considering them a bad omen, which had been the message in Huli’s Me‛am Lo‛ez. If, in the traditional view, eclipses were ominous harbingers of disaster, divinely ordained signs warning of imminent punishment, then El Tiempo praised modern science as liberating people from such superstitions. In typical enlightenment rhetoric, the article affirmed: “[Science] liberates the people from darkness, it illuminates them by sending out the rays of its light and makes them feel the heavy weight of their cloak of ignorance ….” The vernacular rabbis, writing in Ladino since the 1730s, could not have said it better—except that they would have substituted “rabbinic tradition” for “science.” What Ladino literature, from its outset in the early eighteenth century to the flourishing of secular genres in the late nineteenth century, had in common was its didactic agenda. The vernacular rabbis in the eighteenth and early nineteenth centuries set out to educate the Ottoman Jews and enlighten them through reading. Once a new, Judeo-Spanish public sphere had been created, the modern intellectuals educated in the schools of the Alliance used this same public sphere to push their own educational agenda, contributing further to the fundamental transformation of Ottoman Jewry in the last half-century of the Empire’s existence.

 

[1] This paper draws in part on material included in my book Ladino Rabbinic Literature and Ottoman Sephardic Culture (Bloomington, 2005), and appears here courtesy of Indiana University Press.

Coaxing the Waters from the Rock Tanakh Education in Yeshiva High Schools: The Real and the Ideal

 

The primary question any educator must ask him or herself before determining how to teach particular material is why it should be taught at all, which will lead to what should be the “take-away” for the student. Is the teacher a purveyor of information that is vital for the students’ success in acceptance to college? Is the teacher an educer of values that the student already holds dear, and will that teacher only feel a sense of success if the students identify his or her own ethical anchors? Is the teacher, perhaps, a demagogue (rather than pedagogue) who measures his or her success by the percentage of students who end up subscribing to his or her particular value system? Or, is the teacher a facilitator of skills and knowledge, who sees his or her own job as empowering students to feel a sense of comfort with difficult texts and, ultimately, the ability to master those texts and synthesize them into their own worldview as they use critical judgment (fostered along the way) to evaluate those self-same texts and the lessons learned from them?

Most of us—committed teachers, invested parents, and members of the community alike—would dismiss the first three “teachers”—especially the middle two—as failing in their educational mission. Nonetheless, the reality that many who inspire our children in their Judaic studies in yeshivot—from elementary through secondary schools—fall short of the educational ideal is a shortcoming we recognize and admit. How often are our students given reams and reams of information to commit to memory, some of which strains credulity while much is of questionable relevance to the student? Questionable teaching is a phenomenon I have encountered in meetings with students from numerous communities. More crushing are the reports we hear, too frequently, of teachers who use their position as well as the text, as a vehicle for promoting (sometimes questionably appropriate) dogmas and viewpoints. This could be ascribed to teachers from insular viewpoints (commonly called “Haredi”), who are teaching in institutions where the students ostensibly come from “Modern Orthodox” families and the teachers feel themselves obligated to preach “proper” values which are often at odds with those stated by the school and those held dear by the parent body. On the other hand, we occasionally meet teachers who seem to have walked “right out of the 1960s,” and intuit, Rogers-style, that all the truth lies within the student and the text is a great vehicle for allowing the student to find that “truth within.” It should be noted that in the descriptions above, a “text” may be a passage in Tanakh, a particular commentary on that passage, a secondary source—in a sense, the vehicle matters little when it has little to do with the end-goal. At least the “information-purveyor” is concerned with a particular paideia (curricular body of knowledge) that he or she wants the students to master—but they master by memorizing and the text remains foreign to them and, teflon-like, bounces off of their souls.

We often make the mistake of thinking that students will find relevance in a text if we can show them why it is meaningful to them. However, this doesn’t work, as relevance is something that must be intuited, not explained. No one can convince me that I ought to feel that news about elections in Israel ought to be relevant to me; rather, it is relevant because I have a deep emotional, familial, social, and/or spiritual investment in the welfare of Israel, which determines its relevance to me as opposed to, say, the rise or fall of the GDP in Niger.

Before moving on to explore how our hero, teacher #4, the “skills-and-knowledge facilitator,” succeeds where others fail, one note must be sounded about the role of the personality of the teacher in the classroom. There is no doubt that the charisma, warmth, humor, personal connections (including home hospitality for Shabbatot, ability to play guitar, lead a kumsitz, play basketball with students, and so forth) play a helpful role in the teacher’s success in the classroom. Ultimately, however, the classroom experience is one that succeeds best if it is one that ties the student to the discipline, not to the “middleman.” While having a relationship with a teacher is a central component in the life of any Ben or Bat Torah, it is chiefly due to that teacher’s role as a “matchmaker” between the student and a body of texts which, ultimately, the student must personally embrace. Sometimes, counter-intuitively, the charismatic teacher is at a disadvantage as he or she can paper over a lack of substance with a thrilling classroom experience—but the students still leave class no richer in knowledge or skills than 40 minutes (or a year) earlier.

 

 

The Model

 

Our ideal educator, the “skills-and-knowledge facilitator,” is a far more complex construct than we may wish to imagine. This type of teacher must combine a clear sense of what needs to be accomplished with an awareness of who is doing the accomplishing; a group made up of an entirely different set of students than the previous year—and each individual student comes to the table of Torah with unique background, expectations, abilities, fears, and attitudes. We will be able to flesh this out by studying a small piece of Tanakh together.

Let’s take, as an example, the brief story of Moses and Aaron at the waters of Meribah (Numbers 20:1–13):

 

1. And the children of Israel, even the whole congregation, came into the wilderness of Zin in the first month; and the people abode in Kadesh; and Miriam died there, and was buried there. 2. And there was no water for the congregation; and they assembled themselves together against Moses and against Aaron. 3. And the people strove with Moses, and spoke, saying: 'Would that we had perished when our brethren perished before Hashem! 4. And why have you brought the assembly of Hashem into this wilderness, to die there, we and our cattle? 5. And wherefore have you made us to come up out of Egypt, to bring us in unto this evil place? It is no place of seed, or of figs, or of vines, or of pomegranates; neither is there any water to drink.' 6. And Moses and Aaron went from the presence of the assembly unto the door of the tent of meeting, and fell upon their faces; and the glory of Hashem appeared unto them.

7. And Hashem spoke unto Moses, saying: 8. 'Take the rod, and assemble the congregation, thou, and Aaron thy brother, and speak ye unto the rock before their eyes, that it give forth its water; and thou shalt bring forth to them water out of the rock; so thou shalt give the congregation and their cattle drink.' 9. And Moses took the rod from before Hashem, as He commanded him. 10. And Moses and Aaron gathered the assembly together before the rock, and he said unto them: 'Hear now, ye rebels; are we to bring you forth water out of this rock?' 11. And Moses lifted up his hand, and smote the rock with his rod twice; and water came forth abundantly, and the congregation drank, and their cattle.                

12. And Hashem said unto Moses and Aaron: 'Because ye believed not in Me, to sanctify Me in the eyes of the children of Israel, therefore ye shall not bring this assembly into the land which I have given them.' 13. These are the waters of Meribah, where the children of Israel strove with Hashem, and He was sanctified in them.

 

 

The information-purveyor may be concerned that each student know—perhaps by heart—the various approaches among the classical commentators as to exactly where Moses (and Aaron) sinned; he or she may focus on the Midrashim that connect Miriam’s death with the “thirst” that (seemingly) occasioned the events that led to the striking of the rock, and so forth.

The values-educer may wish to enable the students to explore their own feelings about divine justice, higher standards to which great leaders are held, or the impact of the death of a loved one on even the greatest human beings.

The demagogue (or values-inducer) may choose to highlight the greatness of Moses—in that he was held to such a high level of perfection that even a minor slip cost him dearly, or to underscore the powerful impact of great leaders and the terrible loss felt at their passing (the midrashic well of Miriam and its disappearance at her demise).

The skills-and-knowledge facilitator wouldn’t necessarily be put off or feel a lack of success if his or her students were to learn and internalize any or all of these approaches. Rather, this teacher is far more concerned with how the knowledge is attained than by the amount of knowledge gained. In a sense, this educator may be the least result-oriented of our four models, as he or she measures success by how well the students have become part of the process of developing information, as opposed to end-users—which is the real key to developing a sense of “relevance” about any text.

 

Relevance—A Function of Excitement, Anticipation, and Success

 

Relevance is directly related to the excitement the students feel when they anticipate success at a task that is a challenge—yet that they can succeed in mastering.

When students walk into a classroom where they are asked to internalize information given to them—there is no challenge, except for “making room” in their heads, among the terabytes of social, cultural, and assorted academic data, for a list of opinions about why Moses and Aaron were punished. To an inquisitive mind, this is the essence of ennui. Students may appreciate having their opinion solicited, but when it is requested on the basis of no work, no research, and no background—the students themselves have little respect for the process. If, in the case of the demagogue’s classroom, the students can anticipate being told what conclusions they ought to draw from a particular story, law, or comment—there isn’t a whole lot to make it feel relevant.

If, however, the students know from experience with this teacher that in each session they will learn a new skill, review and strengthen an already taught-skill, or find a new way to utilize that skill—they will find immediate relevance and be excited about what comes next.

Two critical points to maintain relevance and keep students excited about the next skill—the exercises and the skill must be immediately tied in to the material being studied so that the students will see that mastering that skill will reap immediate benefit in their studies. Secondly, the skill ought to be integrated into regular study, such that each skill taught becomes a regular part of their “learning arsenal” and they continue to use it such that it becomes as natural an instinct.

 

 

Back to the Quarrelsome Waters

 

In order to illustrate how our skills-and-knowledge facilitator would instruct, let’s go back to the wilderness of Zin and see how the story of the “quarrelsome waters” (Mei Merivah) might be taught. There is much more to investigate about this passage; we will limit our observations to those germane to the method highlighted herein.

As a prefatory note, any of the skills assumed to have been internalized and habituated below could just as well be brand new to the class; in which case, this passage is a perfect opportunity to teach that particular skill.

 

 

A: For openers—the panoramic view

Students will have learned, during the course, to read the passage, looking for words they don’t understand (and given translation strategies, such as context clues, looking for the radicals [“roots”], anticipating the word, and so forth) and learning two critical “big-picture” strategies:

 

  1. To place themselves “inside the narrative” and read it from the perspective of an Israelite living in the first month of the (presumed) 40th year of wandering
  2. Look for anomalies in the text—unexpected turns, odd juxtapositions, and the like

 

Immediately when reading the text, besides the obvious question of the gravity of the punishment meted out to Moses and Aaron and identifying the particular sin for which they are held liable—are two other oddities. The mention of the death and burial of Miriam seems to have nothing to do with the rest of the story and doesn’t seem to belong here.

One critical note must be injected here—for us to be successful in facilitating skills, students have to learn to look at a text with fresh eyes. That means temporarily withholding interpretations and applications that are not found in the text but have become very popular and identified with the text. A case in point is the midrashic device of Miriam’s well (Tosefta Sotah 11:1, Seder Olam Rabbah Ch. 10). The well seems to have been reported here in order to answer a question—which is exact oddity that we’ve noticed—since Miriam’s death, on the face of it, has nothing to do with the encounter between the people and Moses, perhaps her death occasioned an unexpected thirst that caused the crisis. A cursory look at the sources cited above will bear this out.

By now, the students may have realized (or been coached into seeing) that deaths and burials are never inherently significant enough—any death and/or burial mentioned in the text is reported due to a secondary consideration. Often as not, it is a demonstration of the fulfillment of a divine promise (for example, the funeral of Jacob was a direct fulfillment of God’s last words to him in Genesis 46:4; the death of Sarah was occasion for Abraham to finally realize God’s commitment of over 60 years that he will inherit the Land). Those students who have internalized this lesson will immediately realize that the mention of Miriam’s death and burial seems to be unnecessary here.

Next, the students, placing themselves “inside the story,” should notice that the complaint of the people isn’t about thirst—they only mention “u-mayim ayin lishtot” (there is no water to drink) as an apparent afterthought—strangely enough, their main complaint is about the desert not being a land for seed, figs, grapes, and pomegranates, which the students should immediately recognize as an odd premise. Why would the Israelites think that this way-station on their way to the “good, wide land” should have any of those resources?

The students, by now, should have understood a principal reason for the need to become “part of the story”—we, the omniscient reader, know how everything is going to turn out; we know that Pharaoh will refuse Moses’ requests; we know that Esau will discover Jacob’s masquerade; we know that Rachel will die on the road—and we know that Moses will never enter the Land of Israel. We have to remember that none of the players know that until they do—either when it happens or when they are prophetically given that information.

The Israelites do not know where they are—just that they have been traveling for a long time with a beautiful land awaiting them at the end of that journey. They may have heard that the land to which they are traveling is “flowing with milk and honey;” they may have even heard about the famed seven species (although only adumbrated in Deut. 8:8)—but all that they’ve seen is grapes, figs, and pomegranates. If they don’t remember this from chapter 13 (if, for instance, they are only studying selected passages and didn’t recently delve into the story of the “scouts”), then a quick concordance-check will lead them straight back to 13:23, which, surprisingly, lists exactly the same three types of fruit, the absence of which they bemoaned here. (This is usually when a few students are heard to mutter, under their breath: “cool”—that’s when “relevance” kicks in!)

So…the Israelites must have thought they were in Israel—and that’s why they are complaining about the lack of fig and pomegranate trees and grape vines. What might have given them the idea that they had already reached their destination?

If the students have effectively walked into the narrative, they can be prodded—“What have we been carrying with us since we can remember”? They may first answer that the Testimony (“luhot ha-Edut”) has been with us—but we can ask them about another box that we’ve been carrying—and they will readily remember that Joseph’s bones have accompanied us since we quit Egypt. Why didn’t we bury our ancestor in Egypt? Evidently, we bury important people in the Promised Land—Joseph has a special location (cf. Gen. 48:22), but no one is buried “out there” (except for the entire generation that passed away in the dessert and whose death was a fulfillment of a divine decree). So…if Miriam died and was buried “there” (“sham”), we must have arrived at the Land of Israel!

We can now understand the catalyst for the crisis—the people believe that they’ve arrived—but the “beautiful land, flowing with milk and honey, boasting fantastic fruit” is nowhere to be seen. “And what of the grapes, figs, and pomegranates that we’ve seen with our own eyes (or our parents saw and related to us)?”

 

B: Assessing what we’ve discovered and anticipating further

 

Now that the students have addressed the text from the “long view” and found the people’s misjudgment (that they’ve already entered the Promised Land) and its cause (Miriam’s burial “there”), they should be able to anticipate what should come next. We would expect that Moses’ response—or that directed by God that he take—would be to assure them that they are still on the road, not yet arrived and that, indeed, the land to which they are coming is truly filled with luscious fruits and grains.

It takes a strong imagination to be able to see the text as it is not, to imagine what might have come next and then to “be surprised” at what actually ensues. This is nothing less than the traditional approach of Midrash (especially Midrash Halakhah), which is built on what should be written and then allowing what is written to teach additional lessons. By training our students to recognize a rhetorical pattern in Tanakh, whether it be nomenclature (see Rashi’s comment at Gen. 1:1 noting that the “unexpected” use of Elokim followed, in chapter 2 (v. 4 ff.) by Hashem Elokim indicates a change in “divine policy” vis-à-vis creation), presentation of laws or any other genre of biblical literature, we train them to notice what is “off” about a particular passage and what that unusual twist may be signaling. This also makes reading the classical medieval commentators that much more empowering and impactful, as the students can already identify with “what’s bothering Rashi/Ramban/ibn Ezra (etc.)?”

As such, we are surprised that God neither instructs Moses to march them into the Land or to inform them that they haven’t yet arrived—which we can take in one of two ways. Either our hypothesis is wrong and the confrontation between Moses and the people isn’t about the Land, but about thirst—or we may be right, but there may also be something bigger going on, beneath the superficial complaint, and that is what God is instructing Moses to address.

 

C: Back to the panoramic view

 

If we take a look at the passage, we can see that the people’s complaint doesn’t jibe with what we know about the narrative. We know that God took the people out of Egypt, that God is leading them through the desert and directing their travels—but we are so accustomed to hearing the people’s plaint to Moses (and Aaron): “Why have YOU brought the assembly of Hashem into this wilderness…And why have YOU made us to come up out of Egypt…” that we don’t necessarily pick up on the incongruity of their complaint. Why aren’t they angry at—or disappointed with—God, who has led them to this place?

There is a simple answer that the student may discover and, when he or she does, that “magic moment” happens; the student realizes that the Israelites of this new generation believe, as did their parents, that it was Moses and Aaron who led them out of Egypt and who are leading them through the desert. In effect, nothing has changed since the complaints first registered just after we were miraculously brought through the Sea (Exodus chapters 15–17).

Pedagogic interjection: Much of this development may be beyond the independent scope, background and ability of the students, even at an advanced level; but, with training and a bit of coaxing or Socratic-style questioning, they can put most of it together on their own. There may be a point, here or there, that needs to be bolstered and proven. To that end, the teacher may choose to assign homework or to give an inquisitive student who asks a sharp question an opportunity to earn “extra credit” by researching the topic with guidance.

 

 

D: Discussion—the meaning of conflict

 

At this point, in order to help the students discover the next layer of meaning in the text, the teacher may choose to direct a discussion about conflict; it is easy to draw students out once they are sufficiently invested in solving an enigma—and we still haven’t addressed the “big” question of the sin imputed to Moses and Aaron. Conflict is a universal experience and one that can be described in terms common enough to apply elsewhere—in our case, the point that every conflict is really about something deeper (couples who fight about sleeping with the window open or closed are invariably experiencing a much deeper conflict).

 

The students can then identify three different issues going on in our passage—

  1. An elemental and existential need for water—as confirmed by v. 2
  2. A disenchantment with the “Land” that they believe they have come to (v. 5)
  3. A gross theological error about who (or Who) is leading them

 

Once the students have identified these three, they can create a causal chain of malaise (peeling the layers off the onion)—the lack of water opens up the wounds about the place, which in turns reveals a festering problem of belief.

 

E: Testing the hypothesis

 

If our students are right (and this entire process may have taken several days), then we should expect God’s response to address the ultimate problem of belief; He does so (as we will discover forthwith) without sacrificing a solution to the most immediate problem of water. He directs Moses to act in such a way that belief in God’s all-encompassing role in their deliverance, journeys and eventual destination would be confirmed.

The command to take the staff implies that Moses should use it to strike the rock (as Ibn Ezra argues, and based on the parallel story in Exodus 17); what are we to make of the directive “ve-dibbartem el ha-sela. Here again, the students’ familiarity with the rest of Tanakh, their learning to focus only on the text (and suspend interpretive memories) and to read with anticipation will help. As there is no other occasion in all of Tanakh when anyone is commanded to speak to (and command) an inanimate object, the students may be willing to challenge the usual translation of the prepositional el and to read, rather al (once guided, using the concordance, dozens of examples where the two are interchanged) and read, rather, “speak about the boulder” and understand that Moses and Aaron were directed to speak to the people, in front of the rock, about that selfsame boulder. But what were they to say?

Once we recall the underlying crisis of faith that lies at the heart of our textual onion, the students may, of their own accord, come to the conclusion that Moses and Aaron were to use the rock as a way of showing the people that it was God, not they, who were directing the people’s lives, feeding them, leading them and protecting them through the desert.

Our hypothesis, developed with the students, that the real cause of the crisis was the people’s misconception about Moses and Aaron’s role in their destiny, can now be substantiated and, at the very least, we can continue to use it as a tentative approach as we come to the denouement of the passage.

 

F: The “sin”

 

This is a wonderful opportunity to open up a discussion about leadership and the need for a shepherd to know his flock and for his communication skills to be apt for his following. What do we expect Moses to say at this point? “I will bring water from the rock, something no human can accomplish. Therefore, you all see that it is God Almighty who is protecting and leading us”….or something to that effect.

Instead, Moses used the device of a rhetorical question to make his point “ha-min ha-sela ha-zeh notzi lakhem mayim?”—but a rhetorical question will only work if the intended audience knows how to interpret it. When a teen’s mother declares “Do you call this a clean room?”—her son understands that she is calling it a mess—but if an immigrant has just moved in and she says the same thing—he may think that she is impressed with his work or even asking him what he thinks about the room.

Evidently, the new generation of Israelites didn’t properly understand Moses’ intent and his opportunity to inspire belief was lost—they could have been moved by his words to renew their belief in God, but instead (evidently) understood his words as anger, or defiance; either way, as confirmation of their belief in Moses as the “wizard” who was leading them.

The students, again guided to read the text carefully, will notice that Moses and Aaron were not punished with being condemned to die in the desert—but were stripped of their leadership. Read not “lo tavo’u”—  you shall not come—rather “lo tavi’u”—you shall not lead; the inability to lead this new generation, evidenced by a communication gap between the old leader and the new community, necessitated a removal of Moses and Aaron from the helm of leadership.

 

 

Afterword

 

I have presented four models of instruction, each of which has ample representation in Jewish secondary schools; I have argued that the facilitator of skills and knowledge is the only one whose method and goals will generate interest, mastery and a love of the material—all of which spells the relevance that we always seek to engender in our students. The texts will speak to our students if we teach the students to interact, in class, in havruta and alone—with the texts themselves.

 

A Modern Orthodoxy with Social Impact and Relevance

The Modern Orthodox community today is treading water. It certainly is not dying, but it also is not excelling. Many have noted that the movement today is not only lacking great leadership but also heart and soul. It is recognized for its cognitive prioritizing of intellectual endeavors (Torah and academic study), but the movement is often out of touch emotionally and socially. However, the immense potential for the Modern Orthodox is uniquely distinct from the non-Orthodox and the Hareidi.

 

There have been few attempts to study Modern Orthodox Jews as a separate demographic group. For example, the National Jewish Population Survey 2000–2001 listed a U.S. Orthodox population of about 567,000, slightly more than 10 percent of the U.S. Jewish population, but it did not distinguish between the Modern Orthodox and the Hareidi populations. Despite being in such a small minority, the Orthodox community has reason to be optimistic about growth, as Orthodox Jews have a higher prevalence than other Jews in many geographic areas, and only about 5 percent of Orthodox Jews intermarry, as opposed to nearly half of all Jews in the United States. Orthodox Jews comprise

 

 

On the other hand, there are indications that the Orthodox denomination has difficulty retaining its members. Only about 41 percent of those raised as Orthodox Jews remain Orthodox into adulthood. Thus, while it has been estimated that Modern Orthodox families average between three and five children (as opposed to five to 10 children among the Hareidi), the rate of growth is mitigated by the high rate of those who cease to identify as Orthodox.

 

I would propose that there are a few key adaptive changes that need to be made for the Modern Orthodox community to move from a state of mere survival to a position where it is thriving:

 

  1. Embrace our national and global interconnectivity.
  2. Make Torah values relevant for the world.
  3. Demonstrate the added value that Torah observance makes to the world.

 

 

Embrace Our National and Global Interconnectivity

 

We must move out of the Modern Orthodox shtetls that have developed around the United States and expand our reach and sense of community. We should be more proactive in forming strong relationships with non-Jews and non-Orthodox Jews and recognize that we are also dependent upon others. When other good people succeed, it can be our success, and when other good people lose, it can be our loss; our identities as Jews, as Americans, and as global citizens make us highly interconnected and interrelated with those around us.

 

We live in a world in which we cannot escape our co-dependencies. This is reflected well in the following story:

 

In the kingdom of Solomon there once lived a two-headed man. Upon the death of his father, the man became embroiled in a bitter dispute with his brothers and sisters over the inheritance."Since I have two heads," he claimed, "I deserve twice as much of the money as the rest of you." "Perhaps you have two heads," his siblings responded, "but you have just one body. Therefore, you deserve only one share." The case was brought before King Solomon, the wisest of the wise. His response was characteristically enlightening.

"Pour boiling water over one of the man's two heads," said King Solomon. "If the second head screams in pain, then we will know he is one person. If not, then we have determined that the two-headed person is in fact two separate, independent individuals."

 

The lesson for us is that when one of us feels pain, we all feel the pain. A loss to one is, of course, a loss to all. That sense of collective responsibility has enabled our people to survive and thrive.

 

While many prefer the role of giver to that of taker, there comes a time in most every life when the giver must, of necessity, become the taker, most commonly in one’s elder years. This situation is reflected well in a story in the Chofetz Chaim’s Ahavat Chesed:

 

A young child once observed his father throw his grandfather out of the house because the grandfather was unable to keep himself or his surroundings clean. Shaken as the child was, he could not deny the cruelty he had witnessed. Later, he met his grandfather wandering on the street. The grandfather asked the child to bring him a coat, so that at least he could avoid freezing in his homeless state. The child returned to his father and asked him if he could have a coat for the grandfather.

"Go up to the attic," said the father. "There's an old coat up there that he can have."

When the child returned from the attic, he was holding half of a coat."What happened to the coat?" the father asked. "Why has it been cut?"

"I did it for you," said the child, "so that when you grow old, you can have the other half."

 

The Jewish tradition teaches that one who neglects others will ultimately come to be neglected, a lesson that has universal application. Martin Niemoller, the German pastor, served as a U-boat commander in World War I, and along with too many others who had supported the Kaiser and German nationalism, valued order over the chaos of Weimar Germany. Although Niemoller quickly grew apprehensive of the Nazis, it took him several years to openly denounce them. By the time he began his imprisonment at the Sachsenhausen (and later Dachau) concentration camp in 1938, millions had already been imprisoned or murdered, and those remaining in Germany were quiescent. Too late, Niemoller grasped the consequences of his inaction, and after the war he powerfully and famously taught this idea thus:

 

When the Nazis came for the Communists, I remained silent; I was not a Communist.

When they locked up the social democrats, I remained silent; I was not a social democrat.

When they came for the trade unionists, I remained silent; I was not a trade unionist.

When they came for the Jews, I remained silent; I wasn’t a Jew.

When they came for me, there was no one left to speak out.

 

Others see the positive potential of actively bringing the Torah to life in and for the entire world. Rabbi Samson Raphael Hirsch is one example:

Judaism is not a religion, the synagogue is not a church, and the Rabbi is not a priest. Judaism is not a mere adjunct to life: it com­prises all of life. To be a Jew is not a mere part, it is the sum total of our task in life. To be a Jew in the synagogue and the kitchen, in the field and the warehouse, in the office and the pulpit, as fa­ther and mother, as servant and master, as man and as citizen, with one's thought, in word and in deed, in enjoyment and privation, with the needle and the graving-tool, with the pen and the chisel—that is what it means to be a Jew. An entire life supported by the Divine idea and lived and brought to fulfillment according to divine will. (Judaism Eternal, 103)

 

Rabbi Joseph B.Soloveitchik went further, seeing a mandate to create and remake the world (tikkun olam):

 

The Jewish people see their own fate as bound up with the fate of existence as a whole.... Physical reality and spiritual-historical existence—both have suffered greatly on account of the dominion of the abyss, of chaos and the void, and their fates parallel one an­other.... The Jewish people bring a sacrifice to atone, as it were, for the Holy One, blessed be He, for not having completed the work of creation. The Creator of the world diminished the image and stature of creation in order to leave something for man, the work of His hands, to do, in order to adorn man with the crown of creator and maker. (Halakhic Man, 107, 113)

 

The Rav acknowledged the quandary of a people who often lived apart from society in the ghetto, at times a refuge from outside persecution but at times a stop on experiencing the full potential of this world and wrote of this ambivalence:

Our approach to the relationship with the outside world has always been an ambivalent character, intrinsically antithetic, bordering at times on the paradoxical.... In a word, we belong to the human society and, at the same time, we feel as strangers and outsiders. We are rooted in the here and now of reality as inhabitants of our globe, and yet we experience a sense of homelessness and loneliness as if we belonged somewhere else. We are both realists and dreamers, prudent and practical on the one hand, and visionaries and idealists on the other. We are indeed involved in the cultural endeavor and yet we are committed to another dimension of experience. (“Confrontation,” 6)

 

 

Make Torah Values Relevant for the World

 

One example of the great contribution we can make is that the Dalai Lama asked to meet with a group of rabbis in 1989 to learn how the Tibetans can survive in the Diaspora as well as the Jews have. The contributions we can make to the rest of the world are not limited to our history of persecution, however; the intellectual life and moral sustenance of the Torah, and Judaism broadly, are gifts we can and ought to share.

 

The prophets taught us that our people had to move from being transmitters of a parochial, sacrificial religion to practitioners of a universalistic, giving religion (Hoshea 6:6: "For I desire kindness, not a sacrifice."). Much later, the rabbis taught that Rabbi Yehoshua ben Chananyah and Rabbi Yochanan ben Zakkai were walking past the ruined Temple Mount when Rabbi Yehoshua said, "Woe unto us! The Temple, the source of all forgiveness for our sins, has been destroyed." Rabbi Yochanan ben Zakkai replied, "My son, don't despair. We have another source of atonement, and it is acts of kindness" (Midrash Yelamdeinu).

 

To truly re-imagine how the Jewish people can best leverage our gifts to share with the world, we must revisit our educational assumptions. One widely held false assumption is that "the halakha works," that it will transform us if we follow it. But halakha doesn’t “just work,” and this is why so many leave observance. Rather, it needs to be done with certain intentionality to make it work. The mystics embraced certain kavannot (intentions) to try to make halakha a transformational tool, but this approach is not attractive or effective for most of us. We must expand the role of the spiritual imagination, of middah (character) development, and of moral introspection through the performance of mitzvoth. We must help other Jews make halakhic observance relevant and transformative. Bur first, we need to make sure it's working for us. The Rambam, at the end of the Book of Purity, taught that the goal of Jewish observance is to create a pure heart and moral personality. This is the radical approach that Jewish education must now place front and center. In most yeshivot today, the goal is to cram in as much “practical” material as you can without mastering its spirit or meaning. It's about literacy and competency, not relevancy. For halakha to be relevant and transformative, we can't just learn it and live it; we need to play the music of the tradition and then transcend the chords through it.

 

There are many Jewish concepts that could be made relevant for the broader world. For example,

  • Teshuvah—models of self-growth and healing
  • Shabbat—the value of rest for all people, workers, animals, and the land
  • Pikuah Nefesh—the value of saving life (and end-of life issues, such as organ donation)
  • Ketubah—the value of marriage (and  system of commitments and obligations)
  • Havruta—collaborative education models
  • Onesh—compassionate and effective models of criminal justice (eved ivri, ir haMiklat)
  • Aveilut—the value of mourning and spiritual practices for communal comforting

 

Demonstrate the Added Value that Torah Observance Makes to the World

 

Rabbi Naftali Tzvi Yehuda Berlin brilliantly explained how a religious person must engage with others in the world in a humane spirit:

 

Besides the fact that they were tzaddikim (righteous) and hassidim (pious) and showed great love towards God, they were also "yesharim," i.e., they [the patri­archs] behaved respectfully toward the most distasteful idolaters; they related to them in a loving way and were concerned about their welfare since this is the foundation of all civilization... This is clearly to be deduced from the degree to which Avraham struggled and pleaded with God to spare the people of Sodom who were thoroughly wicked... and how Yitzchak went out of his way to appease the shepherds of Avimelech who made him great and awful difficulties.... The same is true about Yaakov who showed infinite tolerance towards his father-in-law, Lavan. (Ha’amek Davar, introduction to Bereishith)

 

We should not live in a self-imposed ghetto, but we must demonstrate righteousness wherever we may go. The Torah teaches that there was ambivalence among the heavenly host about bringing such morally flawed creatures into the world. But our role is to teach the potential of teshuvah, that we can all change and grow and develop to new heights even though we are inevitably hopelessly flawed.

 

Rabbi Shimon said: "In the hour that God was about to create Adam, the angels of service were divided. Some said: 'Let him not be created.' Others said, 'Let him be created.' Love said, 'Let him be created, for he will do lov­ing deeds.' But, Truth said, ‘Let him not be created, for he will be all falsity.' Righteousness said, ‘Let him be created, for he will do righteous deeds.' Peace said, 'Let him not be created, because he will be full of strife.' What, then, did the Holy One Blessed be He do? He seized hold of the truth and cast it to the earth [where it broke into pieces], as it says, ‘You cast truth to the ground.' (Daniel 8:12)" (Bereishith Rabbah 18.5)

 

Although we are all flawed, each person also has tremendous gifts to share with the world and was created in order to share them.

Every person is created for his telos and that is his "service." likewise, Israel was created to be an illumination unto the nations and to cause them to achieve knowledge of the Lord of the universe. (Ha’amek Davar, Ex. 12:51)

Various organizations have emerged in the Modern Orthodox community to help further a more relevant and impactful religious Judaism in America.

The innovative and vibrant rabbinical seminary, Yeshivat Chovevei Torah, has led the way in training Orthodox rabbis for the twenty-first century who are deeply religious and profoundly open minded. The IRF (International Rabbinic Fellowship) has become a major force in Jewish life.

Another important development is the rich pursuit of social justice work being undertaken by passionate Modern Orthodox Jews. Uri L’Tzedek, the Orthodox Social Justice movement, has created a revolution engaging tens of thousands of young Modern Orthodox Jews in education, leadership development, and activism in just six years so far.

One positive development within the Modern Orthodox movement today is the increasing involvement of women. This year, Yeshivat Maharat, will be ordaining its first three women as Orthodox authorities of Jewish law and as spiritual guides. The Jewish Orthodox Feminist Alliance (JOFA) held its First International Conference on Feminism and Orthodoxy in 1997, and in December 2013 it will hold its 8th Conference. In addition, JOFA sponsors Campus Fellowships at more than a dozen colleges, for women who wish to take leadership positions within their school’s Orthodox community.

The Institute for Jewish Ideas and Ideals is furthering a high level of intellectual discourse in the community. The TAG Institute for Social Developmentpromotes interdisciplinary research integrating insights from Jewish texts and practices with the methods and concepts of the social sciences to create interventions that promote the wellbeing of individuals, families, communities, and society.

The Modern Orthodox community can play a vital role as a bridge between the non-Orthodox community and the Hareidi community. More importantly, it can be the representative for the relevancy of Jewish values for an evolving complex world. Jewish law has sustainability and rootedness while it also has a mechanism for evolution making it a tremendous tool for guiding social change. This is the way Modern Orthodox Jews should see themselves, and this vision should be the guide to retention, growth, and vibrancy in the years and decades ahead.

 

My Spiritual Journey

 

I saw an old friend the other day whom I hadn't seen in about a year. "You look happy," she said with a hint of surprise in her voice. Through her eyes, I saw the new, more comfortable-in-my-skin self. The old me was tired and anxious. In part, my new relaxed state is due to achieving a milestone in my parenting—my kids are starting to gain just the barest hint of independence. They can fill their own water glasses at the bathroom sink and play out in the back yard with minimal supervision. But the bigger difference in my demeanor is no doubt due to the tremendous weight I crawled out from under this past summer when I finally came up with enough cash to finish paying off the Bet Din for my conversion to Orthodox Judaism. My conversion certificate is, after many long years, sitting comfortably in my filing cabinet at home.

Whether a construct of my own mind, a legitimate social fear, or a bit of both, I long thought that if I dared to deviate from the yeshivish perspective under which I became Orthodox, my conversion would be revoked. My children, all bearing very Jewish names, would be declared no longer Jewish and I would be cast out of my community. It was an awful thought and enough to keep me in long skirts and sleeves with my collarbone and head covered even though, in my heart, I believed that the concept of tseniut encompassed more of the complete person and really had little to do with a dress code.

I didn’t consciously suffer all that time. For the first few years after I decided to become frum/religiously observant, I wholeheartedly believed that the yeshivish way was the most authentic way. After all, when I questioned back then why the Modern Orthodox women I saw in the town where I converted generally wore trousers and didn't wear hats except on Shabbat, I was told that Modern Orthodox people were not as growth-oriented as the yeshivish community. When I asked whom to trust when it came to rabbinic decisions, the answer given was to examine who knew more Torah (the implication being that the yeshivish rabbis knew more).

I knew from a young age that I wanted to be Jewish. When I was 13 years old, I used to spend my lunch hours sitting on the floor of the school library just pulling books off the shelf— often because I liked their covers. One such glossy volume was Rabbi Malka Drucker’s Shabbat, part of her Jewish Holidays series. The idea of Shabbat captivated me. My mainstream Presbyterian upbringing was mostly empty of ritual, and Shabbat was exotic. When my parents left the house one Friday night, I poured red cranberry juice (the closest I could get to grape) into a clear glass and recited the Kiddush blessing in English as it was written in the book. It felt holy even sitting on the worn countertop in our Northern Michigan kitchen. In time, I secretly purchased the only Star of David necklace on sale at our local JC Penney department store, and I wore it tucked into my shirt. I knew I had to become Jewish.

When I went to university, I made a last-ditch attempt to reconcile with Christianity. I tried different churches from the evangelical to the staid and traditional. Eventually, I found myself attending Kabbalat Shabbat services at the campus Hillel. The beautiful songs and the way the students took turns each week giving a devar Torah really impressed me. They were so mature and thoughtful and they possessed a knowledge about themselves, their religion, and the world that I envied. I felt that it was time to summon the courage to speak to a rabbi about conversion.

It took me another few years before I met with a rabbi willing and able to take me on as a conversion candidate, in the Conservative movement. One of the first questions Rabbi Dobrusin asked me was “What is your favorite Jewish holiday?” Easy answer. Shabbat. In the middle of studying for my Conservative conversion, I started dating a nice Jewish boy and he took me to a local kiruv organization’s campus house for Shabbat dinner. I can still remember where I sat at the table that first time. Shalom Aleikhem...Eishet Hayil...the zemirot and devar Torah...the dark wood and deep purple and blue majestic hues in which the restored house was decorated added to the warmth and class of the experience. This was what I wanted. This Shabbat. These books lining the walls. This joyful time-out-of-time rest and enjoyment and relaxation. I became a regular there and it wasn’t long before I was invited for Shabbat to a home in the nearby Orthodox enclave. The openness of the families I met and the simplicity and beauty I perceived in their lifestyle were only enhanced by the strong feeling of community. I felt at first like I belonged in this yeshivish Orthodox Jewish world.

Before I finished my Conservative conversion, I was already thinking about an Orthodox conversion. Two Batei Din were within reasonable driving distance. One was staffed by more Modern Orthodox rabbis and the other was black-hat. I chose the black-hat Bet Din because I feared that my conversion might not be accepted by absolutely everyone if I were to convert with the Modern Orthodox rabbis.

By now, however, some of the luster had come off the closed, yeshivish world for me. Women not singing really bothered me. I found the snoods and sheitels weird and dowdy. The shiurim I attended were interesting but something niggled at my mind about the content. I know now that suspending independent, rational thought was what bothered me most. Even so, I worked hard to squish my doubts into a little box and shut the lid tight—and I filled out the paperwork to begin the Orthodox conversion process. A few times, my doubts popped out but I firmly pushed them back and told them that I would address them after-the-fact, thank you very much. I wanted my future children to be Jewish without question, and this seemed to be the best way to ensure that outcome.

When I finally went to the mikvah for Orthodox conversion nearly three years later, I had moved into the Orthodox community and was immersed in yeshivish culture. I had a social group of dear, down-to-earth friends and I adapted myself to my new way life, believing that I had found Truth in yeshivish Orthodoxy. I learned the Ani Ma’amin by heart and recited it as I stood wrapped in a sheet in the mikvah on my conversion day. The experience was surreal. The sheet would not behave as the rabbis told me it would—“Just lean forward! The sheet will float to the top!”—and I made several attempts at nearly drowning myself before the mikvah lady told them she would witness my final dunk herself without the sheet. When it was over, I felt pure and very much like I had a new neshama.

I threw myself into frum life. The dress code continued to bother me, but Shabbat and kashruth were mostly a pleasure. Many times I snuck out of my house on wear-your-jeans-to-work Friday in my favorite Levis, and I brazenly refused to put up and take down my storm windows in a skirt for fear of falling. My old rebellions and questions were still there hidden away under all the new ideas.

In time, I began to date and was introduced to my future husband via a frum shidduchim website. We married, and I moved across the country to a city with only a small handful of frum Jews. I wore my sheitel on Shabbat and played with hats and scarves during the week. Maintaining the dress code was a way for me to keep ties with my former community, many of whom wondered if I was really still frum. I put my jeans away for good.

The birth of my first son shook my world in many ways. Everything I did and had done for the past several years was focused on being frum. I displayed all the right books in my living room. I wore the right clothes. I tried to read the right books and get inspired at various online learning websites. But when my beautiful blond boy showed up, suddenly the old me, the me I had always really been, was right there. I tried to learn and sing Jewish lullabies to him but would eventually give up and find comfort in my own Irish lullaby. I felt guilty. We bought him Jewish toys and books, but more and more, my child brought out in me instinctual behaviors I learned in my own childhood. The super-frum-24-hours-a-day me just faded away. I sat with those feelings for a while, keeping the mitzvoth but without the ba’alat teshuvah fervor. I got even more distracted by the birth of my second son, a redhead this time who looks like my father. I was beginning to try to reconcile my frumkeit with who I really was at heart when I got pregnant again.

My daughter, my third child, was born on a rainy November night. I had known in advance that she would be a girl and I was scared at what parenting a girl meant. She was a little pink mouse who was content as could be, and because she was a winter baby, I had many nights where we snuggled together on the couch as she nursed and grew. I watched the first season of Glee as she slept and found myself drawn increasingly to strong women and their stories. My job was to create the best world for this little female being whose velvet head I was kissing, and I needed to explore for myself what our options could be.

I realized that I never had the same fear about my boys and their prospects in the world. It's still a man's world in many ways, certainly in Orthodox Judaism, and I hadn’t yet taken the time to reconcile how growing up with yeshivish values would impact all of my children. Until my daughter was born, I only envisioned sweet boys in tzitzith and white Shabbat shirts and girls in fancy Shabbat dresses sweetly saying divrei Torah at the Shabbat table. The implications of the dress codes and how I personally felt hindered by my skirts and headgear began to merge as my girly and I got to know each other and I pondered her future with as few limitations as possible.

It was around this time that I began to take a second look at the Conversations journals, which had been arriving at the house periodically for almost a year. We had been put on the mailing list by an acquaintance we met when we tried to convince the regional yeshivish kiruv kollel not to send another full-time rabbi to our city. Two Orthodox shuls in our town was one too many for the 10 or so frum and becoming-frum families. We had staked our claim with the Chabad shul even though we don’t affiliate as Lubavitch because my husband became religious via the Chabad shaliah here, and the yeshivish shul was simply too far to walk to. This turf war started me looking critically at yeshivish Judaism, and I increasingly found a darker side of politics and cover-up.

I had honestly been afraid to read the articles in Conversations lest they contain opinions that weren't given approbation by the yeshivish rabbis. Instead, I found that they were not only interesting and challenging, but many of the articles were full of good sense and rational thought. Partially through reading Conversations, I regained my ability to question—to hold each idea up to the light and examine it on all sides. The world looks different when you take your head out of the sand. And, as lovely as it is to be immersed in Torah from a yeshivish perspective, I realized that those ideas would not hold water when it came to my children’s education.

I began an email correspondence with the wife of a Modern Orthodox rabbi whom I had known many years before. She helped me figure out exactly what the halakhot of tseniut were and how they applied today. Perhaps it seems strange that a dress code would weigh so heavily on my mind, but I honestly felt encumbered. I was wearing a costume that prevented me from being and expressing who I really am in the world. Although there are only a handful of Jews in my city who identify as Orthodox, the Jewish community as a whole is much larger, and I actually found that my dress code was saying things about me to the broader community that just were not true. To those kind-hearted women and men who do many, many mitzvoth but not those which the Orthodox world holds up as de rigeur, I wanted to tear off my hat and say “See! I’m one of you, too!” The skirts and hats were hampering me physically, mentally, and they maintained a barrier between me and my own community.

I also embraced JOFA and its mission and continue to give thanks for its online articles and resources. I learned that there is halakhic basis for Modern Orthodox praxis, in spite of what I had been told years ago and I discovered that Modern Orthodoxy is really where I feel free to question and pursue intellectual honesty even if that takes me outside the bounds of traditional, rabbi-approved sources.

Shortly after I received my conversion certificate in the mail, I dug out my old pairs of jeans and wore them around the yard. Then I wore them to the grocery store. Now I wear them daily and almost everywhere. I haven’t yet run into anyone who would raise an eyebrow at the switch, but I know that day will come. I feel enough like my true self and I feel grounded enough in my Judaism that I’m not afraid anymore.

A close friend who happens to be more yeshivish and who has known me throughout my move into Modern Orthodoxy said to me the other day as we were discussing the Modern Orthodox view of halakha, “Do you really want to walk that close to the line?” But I know that there are 70 faces of the Torah and that an evolving, intellectually vibrant, honest, and compassionate Orthodoxy is where I’m going to thrive—and where I’m best positioned to pass on the beauty of Judaism to my children.

 

 

 

THE COUNTER-DIRECTONS OF THE SEPHARDIM

 

 

The Sephardic approach to … life is characterized by hessed,[1] optimism and a spirit of inclusiveness and hospitality. The Sephardic tradition is compassionate, tolerant, and sympathetic to the human predicament.[2]                                                                                                              

                                                                      — Rabbi Marc D. Angel

 

       In his 1990 novel, Mr. Mani, Israeli author A. B. Yehoshua anchors his historical exploration of the formation of modern Jewish identity in several pivotal experiences: the despair and fatigue of the 1982 Lebanon war, often called Israel’s “first war of choice”; the first Intifada; the failed hopes for an Arab-Israeli peace; and the escalating terror attacks on Israeli civilians.[3] Yehoshua posits that an ominously self-destructive pathology exists in Israel and that it has resulted in the nation’s extended periods of “oppression, defamation, persecution and martyrdom.”[4]

    The novel explores the impacts and implications of Jewish attitudes that to a large degree have shaped the past[5] and that are likely to impact the present contours of Israeli identity unless fundamental changes are made. At its foundation, Mr. Mani questions the role of religion and nationalism in the formation of Israel and even the modern Middle East.

    In Yehoshua’s view, Israel has a self-destructive heritage that manifests in the Jewish people’s desire to retain their identity as a nation while resisting the responsibilities of creating and maintaining an independent national existence within distinctly defined territorial boundaries. Israeli society, Yehoshua implies in Mr. Mani, has failed to achieve the dreams of its Zionist Ashkenazic founders and resembles other Western societies in many ways. The salient aspects of the Zionist effort to shift the center of Jewish existence from Diaspora to Zion constitute a contemporary transformation of the Diasporic conviction that the continuing cohesion of the Jewish people is not predicated on their adherence to particular territorial and communal bounds but rather on their peoplehood.[6]

   Taking it further, Yehoshua proposes that an alternative, a bicultural Sephardic Zionism, would be more constructive,[7] and that Israeli society would do well to free itself from itself from the more narrow Ashkenazic and Exilic heritage, which he sees as no longer appropriate in the present state-oriented situation. To that end, the cross-culturalism of the Sephardim and the idea of the Sephardim as the link between Jews and Arabs[8] are prominent themes in Mr. Mani. Yehoshua centers on the Sephardic identity and the Sephardic response to historic events to emphasize what might have been rather than what is the present situation in Israel. The Sephardim in this novel are portrayed as cosmopolitans, whose worldliness has allowed them to remain free of the ravages of ideology and free to glimpse historical options and the turning points of history not seen by others. At the same time, the Sephardim’s susceptibility to obsessive notions and obsessive desires prevents them from making an impact on history; indeed, it puts their very survival at stake.[9] 

    While Mr. Mani focuses on the hidden realms of the individual psyche embedded in its familial, social, and cultural context, Yehoshua also addresses ideological, political, and ethical issues, and he questions the very tenets of Israeli society: Judaism, Zionism, religion and nationalism, the Israel-Palestinian conflict, and anti-semitism.

    Certainly a Sephardic response to historical events in Israel, conditioned by the pillars of the Sephardic identity and a different attitude toward Arabs, would have resulted in a distinctly different situation in Israel. Such an inquiry involves an intellectual game of “what if”: What if Arab-Israeli relations had taken a different course and the many conflicts between these two peoples had been averted?  Yehoshua adds the Sephardic angle to this “what if” exercise when he bemoans the marginality of the Sephardic community in the early days of European Jewish settlement, when the ultimate fate of the region was being forged.

    To develop this “what-if” argument further, it is helpful to understand Yehoshua and his insights into the Sephardic identity and his own experiences as a Sephardic Jew and how they are expressed in the novel’s plot and themes. This essay reviews the Sephardic counter-history after a discussion of the crossroads of history portrayed in Mr. Mani, and it explores why Yehoshua chronicles the Israeli counter-narrative of the last 150 years through such a dysfunctional family and why the Sephardic relationship with the Arabs offers a distinctly different framework for the State of Israel.

 

A. B. Yehoshua

 

    Yehoshua, one of Israel’s leading writers and recipient of many literary prizes, was born in Jerusalem in 1936. Mr. Mani, his fourth book, was greeted with universal critical acclaim in Israel and the United States, and literary critic Alfred Kazan called it “one of the most remarkable pieces of fiction I have ever read.”[10] Yehoshua’s books have been translated into 26 languages, and many of his stories and novels have been adapted for the theater, cinema, television, and opera,[11] demonstrating their wide appeal.

    Unlike most prominent Israeli cultural figures, Yehoshua was born into a Sephardic, rather than an Ashkenazic, Jewish family. Indeed, he represents the fifth generation of a Sephardic family on his father’s side and the first generation on his mother’s side. His father, Jacob Yehoshua, an Orientalist by training, wrote a number of books recounting the life of the Sephardic community in Jerusalem from the end of the nineteenth century to the beginning of the twentieth century, and two books on the Palestinian press of that time. While his father’s occupation with the language, history, and culture of the Palestinians probably opened Yehoshua’s eyes to their unique plight and thus indirectly influenced his worldview, his father’s numerous books served him well in Mr. Mani. His mother, Malka née Rosolio, came from a wealthy Francophone Moroccan family whose members immigrated to Palestine in 1932, and she too had a strong influence on Yehoshua. She insured that he had a secular education and was exposed to Zionist ideology and to a moderate Sephardic version of Jewish tradition. Thus, both his mother and father contributed to his preoccupation with the complex theme of identity, which underlies all his writings.[12]

    After some years in Paris and a return to Israel and following the Six-Day War and its ensuing upheaval, Yehoshua became involved in left-wing movements and started publishing essays that elaborated on his ideological and political stance. His active participation coupled with his intellectual and rhetorical skills have made him one of the major spokesmen for the Zionist left wing and the Israeli peace camp, at home and abroad.

     The writing careers of A. B. Yehoshua and his father reveal an interesting parallel: Jacob turned from his scholarly preoccupation with the history of the Palestinian Arabs to the Sephardic community of his childhood after his own father’s death in 1955. The son turned more openly in his fiction to Sephardic characters after Jacob’s death in 1982.[13] In an article, Yehoshua stated that “although my father was in no palpable way connected with Spain, he defined himself as a Sephardic Jew.” Jacob’s identity as a Sephardic Jew was not meant merely to signify his difference from Ashkenazic Jews but was also bound up with Spain itself, which he regarded as the original source of that identity. Within his extended family, Jacob spoke the Judeo-Spanish language, Ladino, which gave him a sense of carrying living genes of the true Spanish language.[14] In the spring of 1987, the son wrote an introduction to the father’s sentimental, nostalgic recreations of his Jerusalem childhood, in that introduction, A.B. investigates the complex, if often repressed, nature of his own Sephardic identity, through a fusion of three themes, which foreshadow Mr. Mani:  “Yehoshua’s relationship to his father, his attitude to his Sephardim, and the type of fiction he produces. …We …see in this essay of 1987 some of the same basic structures that shape Mar Mani, which was written about the same time.”[15] 

 

Yehoshu’s Reflections on the Identity and Experience of the Sephardic Jew

 

   In “Beyond Folklore: The Identity of the Sephardic Jew,” Yehoshua asked why a man like himself, a thoroughly secular Israeli steeped in Western culture, whose principal identity was as an Israeli, a man with no particular connection with the Spanish language or culture, defined himself deep down as a Sephardic Jew?  He then noted that in many of his novels, characters appear who may be identified as Sephardic Jews. These include the five generations of central characters in Mr. Mani, who stand at five critical crossroads in the history of the last 150 years, and each time, at each crossroads, another Mani is offered an historical or political option that is not, in the end, realized.[16]

    In Yehoshua’s opinion, this Sephardic identity contains – overtly or covertly – Christian, Muslim, and Jewish elements that are blended in the memory of a wondrous and powerful cultural symbiosis, real or mythic, during a Spanish Golden Age in the first centuries of the second millennium. The three-way dialogue during that period also produced highly significant and influential texts. Therefore, even after the Christians took absolute control of Spain and made it into a strictly Catholic country, there remained within Spanish identity a recollection of that strong symbiosis, which even after the expulsion of the Jews and the Muslims continued to murmur beneath the surface in Christian Spain.[17]

    When the Jews left Spain and moved to Muslim countries in North Africa, the Christian element, the Christian memory, remained in their identity as well despite the absence of Christianity in their immediate surroundings. Similarly, Jews who moved to such Christian lands as Italy, Southern France, or even Holland, retained a whisper of Arabic culture and Islam in their identities even when there were no Muslims or Arabs in the vicinity.[18]

    Yehoshua explained that the special quality that is preserved in Sephardic identity is its ability to include the Other even when he is gone and forgotten. The consciousness of the Other became a structural element that enriched and fertilized Sephardic identity, even as the reality of the Other became foggy and ultimately vanished altogether. This internal element developed into a kind of cultural gene, strengthening its carriers’ capacity for tolerance and pluralism. The wistfulness or nostalgia for the vanished Other was handed down from generation to generation, for hundreds of years after the expulsion. This sad, nostalgic mood permeates folk songs in Ladino, the language whose very existence nourished Sephardic identity even when the languages actually spoken by Sephardic Jews in other countries were different. The subconscious existence of the absent Other in Sephardic identity – whether that of the Muslim as fellow exile or of the forced Jewish and Muslim converts who stayed behind in Spain – made the Sephardic Jew heavier of heart but also more tolerant. [19] Yehoshua noted that religious fanatics are hard to find among Sephardic Jews. Such zealotry did develop among Ashkenazic European Jews, who had to struggle against doctrinal Christian animosities, both Catholic and Protestant, and against Jewish secularization, which became a threat in the modern period. However, such ideological secularization, by and large, was not a factor in traditional Sephardic societies.[20]

    Yehoshua spoke of what he calls “Mediterranean-style pluralism,” one of whose unifying components is the Sephardic Jew, who carries in his soul that vanished Other, the Christian and the Muslim. This is the Sephardic role; this is its mission. Not merely Ladino love songs or folkloric foods or Sephardic melodies and modes of prayer in the synagogue, but a political and cultural mission. A mission of peace and tolerance, addressed first and foremost to the Arabs of the Mediterranean, a mission with which Israelis who are not Sephardic are also likely to identify.[21]

    The Mediterranean basin was the cradle of the Sephardic Jews, who gave us the most memorable poetry of the Golden Age in Spain. However, the oldest community of Jews in Jerusalem, the Sephardim, declined alongside the onset of Zionism and modernity. The early harbinger of this process appears in the middle of the nineteenth century: Rabbi Alkalay (1798-1878), the Sephardic rabbi who preceded Pinsker, Herzl, and Ahad Ha' am. His name is rarely mentioned today.[22]

    Yehoshua discusses his relationship with his Sephardic past in an essay, “Remembrance of Sephardic Things Past,” included in the anthology of his father’s essays published in 1987 and in his second essay collection, The Wall and the Mountain (1989). In relating the influence of Sephardim on his writing, Yehoshua wrote:

 

I felt I could no longer dominate a text with the kind of figure that represents the Israeli in general or the Ashkenazi Israeli of the center in general. And this was my way of approaching reality: little by little, I discovered the Sephardic element that I had repressed a little and didn’t want to touch in my earlier writings. I discovered the Sephardic element in my own identity and tried to use it as a way to penetrate through to my human soul and to the Jewish experience through my own biography. And I think this is the way I came…to Mr. Mani itself.[23]

 

    In discussing what his Sephardic roots meant to him personally, Yehoshua stated:

 

Of course it is … a return to some of my own sources and to the possibility of being courageous and admitting some of my sources … by engaging Jewish history from a Sephardic point of view[24] … I very much wanted to understand this Sephardic element – Sephardic not in the sense of the Oriental Jew, but in the sense of a Sephardic Jerusalemite of the nineteenth century.[25]

 

Mr. Mani

 

    Mr. Mani reads like a frontal assault on the mystique of Sephardim. Playing with the conventions of the family saga, Yehoshua’s novel gives equal attention to five generations of a family of Spanish exiles who emigrated from Salonika to Jerusalem in the middle of the nineteenth century. The cultural and historical description is thick, and the will to engage the meaning of Sephardim unmistakable.[26]

    Mr. Mani is also a direct assault against the nationalists and fundamentalists in the war for memory, hence the soul and future of his nation. Yehoshua’s way of engaging in this battle is to dive deeply into the historical and mythological past of the Jewish people. His purpose, in writing the book, “is to understand the present.”[27] He is insistent that Mr. Mani “…is not a historical novel”[28] – even though it covers 150 years of history. The present, he says, is the target. “I feel that Israel is at a crossroad, between war and peace, and I want very much very much to understand that crossroad.”[29]

   Yehoshua does not believe Mr. Mani is a novel of ideas. Rather, the essence of his idea is that Israel’s collective past impinges on its collective present. He feels that before ideology, before Jewish history, before the crossroads of Jewish history, one must try to explore the unconscious material that comes from fathers to sons and from grandfathers and great-grandfathers to ourselves.[30]   

    In his seminal article, “Behind Every Thought Hides Another Thought,” Israeli literary critic Dan Miron observed that the Yehoshua corpus can be characterized as a “poetics of wit.” Mr. Mani, Miron suggested, exposes how narrative can be thought of as an intellectual game because of its artificial, constructed nature. Miron claimed that Yehoshua made intentional “mistakes” in his narrative: “battles will occur a year before or after they took place, locations will move a bit, people will know things they could not have known…” He believed that the reader is invited to uncover these mistakes by Yehoshua as a kind of game. [31] The “game,” in many cases, directs the reader to the salient “what-if” conversation that Yehoshua is emphasizing.

    Above all, Yehoshua describes Mr. Mani as "a conversation novel." Indeed, this chronicle of the Mani family from the mid-eighteenth-century to the mid-1980s comprises five conversations, documenting five speakers. Only the last speaker is a Mani; the others relate the fate of the Manis they have known. These conversations are unique, also, in that most of the speakers occupy positions of power during the periods in which the conversations take place.[32] An otherwise absent editor supplies each conversation’s prologue and epilogue in a neutral, authoritative tone.[33] Yehoshua succeeds in forcing the reader into a double take – as an outsider and an insider, both a detached observer and an involved confessor.[34]

    In each conversation, a new speaker describes his or her encounter with a different member of the Mani family. The responses of the speaker’s conversational partner are omitted, but his or her identity is known to the reader and clearly influences how the speaker communicates.

    The novel begins in the present and moves back in time, reenacting the life of six generations of the putatively typical Sephardic family, the Manis. The shadow of Freud looms large over Mr. Mani, where Yehoshua – who has been married to a psychoanalyst for half a century – invites readers on an archeological approach, that is, to dig into the text in order to recover underlying connections and decode recurring symbols.[35] Yehoshua’s historical intersections are obvious, recognized episodes in the construction of the Zionist narrative: the rise of nationalism in Europe (1848), the Zionist Congresses (1899), the Belfour Declaration (1918), the Holocaust (1944), and the Lebanon War (1982).[36] Yehoshua touches on these historical intersections by way of this family, which is the subject of each conversation. These conversations continue, by allusion, all the way back to the mythic origins of the Jewish people in the biblical story of Abraham and Isaac.[37] Over all, the conversations retrace the emergence of modern nationalism, in particular Zionism, and its effect on the Middle East and the Jerusalem Sephardim. Significant in its absence is the most crucial date in the rise of modern Jewish nationalism: 1948, the establishment of Israel as a sovereign state, the epochal date without which one cannot conceive of the modern Jewish world – or the world of this novel.[38]

    The speakers in the conversations describe the Manis as outsiders who produced idiosyncratic individuals in extreme reaction to their surroundings. The first and last conversations feature speakers who have decided to revive the dying Sephardic Mani clan: Hagar Shiloh in the 1980s and Avraham Mani in 1848, both of whom resolve not to let the future generations die out. The three middle speakers have brief encounters with a Mani: a German soldier in Crete in 1944, a Jewish British lieutenant in Palestine/Eretz Israel in 1918, and a Jewish physician in western Galicia (Poland) in 1899.

    In this novel, Yehoshua "regresses" to a mode of narration that can, in part, be seen as traditional. Not only is there conversation in which the voice of the interlocutor is not heard; there is a further "regression" to the romantic depiction of the Arab as typically found in the writing of the pre-statehood generation. In a way, the novel – dedicated to the author’s father– is a return not only to the era depicted but to the older literary approaches as well, i.e., to the hitherto unacknowledged Sephardic  literary forefathers. Yehoshua employs a double framework here: on one hand, there is his faithfulness, through speech, to the periods he depicts, and on the other, there is the hindsight of the 1980s. In the process, Yehoshua reclaims his lost literary Sephardic "parentage," and, therefore he sees the Arab cry for nationalism in a far different light.[39]

 

Kibbutz Mash’abei Sadeh, 1982

 

    The first and most contemporary section of Mr. Mani takes place in the midst of the war Israel was conducting in Lebanon in 1982.  The speaker, Hagar Shiloh, is talking to her mother at Kibbutz Mash’abei Sadeh, of which they are members. Hagar, whose lover is Efi (Ephraim) Mani, believes she is pregnant and is trying to tell her mother about her visit to Efi’s father, Gavriel Mani, in Jerusalem. She saves Efi's father Gavriel, a respected judge, from suicide. Hagar’s pregnancy turns out to be illusory, but she later becomes pregnant and gives birth to Roni Mani. Efi refuses to marry her, and she decides to raise the baby alone.[40] In her conversation with her mother, Hagar feels that she is in a play whose implacable script has already been written: the end of the dynasty. Against all odds, therefore, she decides to change the text; she is not alone but is part of a long story in the hands of someone else. As an Ashkenazic, she is doing something audacious in trying to enter the Sephardic clan and invigorate its tired blood. She seeks her place in a family that is not a family but "a version of a family."[41]

    Hagar’s brief sojourn in Arab East Jerusalem is one of the most delicately suggestive episodes in Mr. Mani. She concludes that this is a place in which she is an outsider while it is a place to which the Arabs she encounters naturally belong. She feels the distinct and separate Arab space most strongly as she rides the hospital van after her short stay in an Arab hospital where she thought she had miscarried:

 

I began traveling through Jerusalem from the opposite direction that evening, together with the hospital workers who had finished their shift. And it was the most wondrous journey, Mom. To places where you have never been, through neighborhoods and little villages that are right inside the city itself, dripping at times through barren ravines, still spotted with snow, and bumping into dark streets, full of potholes and big puddles, that would suddenly turn into bustling commercial centers alive with colors and people, young and old, walking along with their donkeys, or shopping bags. And everyone actually seemed very pleasant and very relaxed, as it they really felt good being alone together and may have even become accustomed to it.[42]

 

    Hagar’s account of her experiences in the Arab sector of Jerusalem supports the Sephardic narrative that views the division of the Land of Israel into two States would be as healthy for the integrity of the Palestinian identity as it would for the transformation of the Israeli sense of self.[43]       

   

Heraklion, Crete, 1944

 

    In German-occupied Crete, a young German paratrooper, Egon Bruner, explains relates to his mother his experiences in Crete with the Mani family, which he was hunting down. During an interrogation, Efrayim Mani tries to convince Egon that he is no longer a Jew because he has willingly canceled his Jewishness and has become, simply, a person. Having been brought up without a mother and by an adoptive father and perhaps aware that his real father was not a Jew, Efrayim believed he could escape his historical identity and destiny.[44]

   Egon experiences the human toll that occupation inflicts not only on the occupied but on the occupier as well. Upon encountering members of the Mani family, Ego experiences his first taste of what he later come to call:

 

…that sweet and sour dish called Conqueror’s Fear from which we eat until it makes us sick. This is the cause of the anxiety and the dread that emanate from each one of us, even when he is walking along innocently, absorbed in the loftiest and most humane thoughts. This is the reason for the careful attention that each of our soldiers gives to every move he makes, even when he begins to loathe himself.[45]

 

    In this chapter, Yehoshua suggests that the dangers of Israeli militancy and its occupation of Arab lands is fraught with the dangers experienced by Egon in Crete. The “what-if” scenario is a return to the amity of the Arabs and Jews in Jerusalem before 1948.

 

Jerusalem, Palestine, 1918

 

    Ivor Stephen Horowitz, a young Jewish lawyer serving in the British Army in Jerusalem, which has recently been occupied by the British army, explains to his superior the case of the political agitator, Yosef Mani, who is being tried for treason and is eventually sentenced by a military court to banishment on the island of Crete.   

    Yosef grew up among the polyglot of Christian, Jewish, and Arab groups that made up Jerusalem during the first decade of the century. Yosef advocates the idea of bi-nationalism[46]—two people on one land —and concentrates on political pursuits. He is preoccupied with the questions of national identity and engages in “practical education,” attending meetings of Shiites, Druze, Christian Communists, Maronites, Catholics, and all kinds of clerical assemblies, moving from identity to identity. He also maintains his connections with the Sephardic Jewish community and makes the acquaintance of many young eastern European Jews headed for Palestine.

    Having made himself an indispensable translator in the British advancing army, Yosef offers his services as a spy to the Turks in exchange for the opportunity to address gatherings of Arab villagers throughout the countryside. His message to his sleepy and uncomprehending listeners is that in the wake of the Balfour Declaration, Palestine will be divided up among those wise enough to grasp the opportunity and that the Arabs will lose out unless they awaken to the meaning of the hour. Night after night, he stands before groups of sullen Arab villages who have been forcibly assembled by the Turks to warn them of the coming perils and advise them of the steps they must take to avert this:

 

And this is what he would say to them: “Who are you? Wake up before it is too late and the world is completely changed. Get yourself an identity fast!” And he takes out his Arabic translation of Lord Balfour’s declaration and reads it to them without explanation. Then he continues, “This land is yours and it is ours, half for you and half for us.” And he points toward Jerusalem, and says, “The British are over there and the Turks are over here, but they will all leave, and we will be left alone. So stop sleeping and wake up.”[47]

 

    Yosef wants the Arabs to awaken to the fact that the Balfour Declaration’s promise of a Jewish national home will mean a massive influx of Jewish immigrants, which will drastically alter the demographic balance and put the Palestinian Arabs at a distinct disadvantage. He wants them to understand that, as a result of these new circumstances, the Jews have become “like a swarm of locusts that is now hiding in the desert but will soon swoop down.”[48] He also offers them a preemptive solution. Toward the end of each speech, Yosef displays a handmade map of Palestine and reiterates,

 

“Get yourself an identity. All over the world nations are taking on identities. If you delay, it will be too late. If you delay, there will be a disaster. Because we are coming.” And he takes out a pair of scissors and says, “Half for us and half for you.” Then he cuts the map from top to bottom, giving them half with the mountains and the Jordan River and keeping the coast and the sea for himself.” [49]

 

    When they seem disappointed by not getting the sea, he takes out another map and cuts it in half another way. [50]

    Here, Yehoshua goes back to the crossroads of the Balfour Declaration, where Britain’s call for the establishment of the State of Israel, instead of advocating a two-state solution, would have dramatically changed the history of Israel and Palestine.

 

Jelleny-Szad, 1899

 

    A young doctor, Efrayim Shapiro, reports to his father his experiences at the Third Zionist Congress and his subsequent trips to Jerusalem with his sister, Linka, who has had an affair with a Dr. Moshe Mani, an obstetrician. This dialog takes place in Jelleny-Szad in southern Poland (near Oswiecim) in 1899.

    Moshe Mani ran a lying-in clinic in Jerusalem using modern obstetrics, and women from all the nationalities in Jerusalem came to give birth under these enlightened conditions. The clinic is described as “multiethnic, syncretistic, and ecumenical.”[51] Dr. Mani appears as a polyglot microcosm mingling women of all nationalities, a confusion of boundaries of all sorts.[52]

    Fascinated by the figure of Herzl and his vision of a Zionist state, the doctor travels to Basel for the Zionist Congress of 1899 and there meets Efrayim and Linka from Galicia who return with him to Jerusalem. The doctor has fallen in love with Linka and accompanies the Shapiros on their return to Galicia. Dr. Mani tells the two visitors that one day, with the progress of technology, there will be a train running from Jerusalem to Oswiecim, the Polish town with the name Auschwitz (which is the neighboring town to the Shapiros' estate in Jelleny-Szad).  

    Here, of course, Yehoshua is imaging a counter-history where Jews in the Diaspora emigrated to Israel and were saved from the ovens of the Nazis.

 

Athens, 1848

   

   In Athens, Avraham Mani reports to his elderly mentor, Rabbi Shabbetai Hananiaha-Haddaya, the intricate tale of his trip to Jerusalem and the death of his son. Avraham, the rigidly conservative patriarch, and Yosef, his iconoclastic son, differ in their views of religion and territory.[53] Avraham’s dedication to a universal Jewish faith conflicts with the aspirations of Yosef to a mode of national existence that is essentially territorial. Yosef disavows traditional notions of Jewish peoplehood and dedicates himself to transforming his nation by uniting its people around the territory they inhabit. He wishes to fuse all the inhabitants of the land into a single national body that is founded on a native belonging to this land.[54] 

     Yosef Mani was the first member of his family to settle in Jerusalem, an act of cardinal importance in a novel that attempts to formulate – or reformulate – the historical background of the Zionist state. Young Yosef traveled to Jerusalem from Istanbul in 1846 not out of any sense of religious yearning or nationalism but simply to marry Tamara, to whom he had been betrothed the year before. This chapter describes a world of Sephardic families residing in the major cities of the Eastern Mediterranean and living out their lives mostly unaffected by the dynamic political winds sweeping Europe. Yosef, for instance, was born in Salonika, spent his youth at the home of his teacher in Istanbul, and is betrothed in Beirut to Tamara Valerio from Jerusalem. He is familiar with the streets of Istanbul and Jerusalem; he speaks Ladino, Turkish, French, English, and Arabic; in Jerusalem, he works as a courier and guide for the British consulate. He is impressed by the similarity between the Arabs and the Jews and develops a theory, his idée fixe, that the Arab inhabitants of Palestine (whom he calls Ishmaelites) are the unknowing descendants of the original Hebrews and really are “Jews who still don’t know they are Jews.”[55] Avraham, the father, also has an idée fixe, which demands that the unity of religion and nationality be maintained and the continuity of the family dynasty be perpetuated.

    However, there is a dark side to this seemingly comfortable cosmopolitanism: Yosef is a homosexual, a voyeur, and will not have sex with his wife; therefore, he will not father children. Yosef is killed, apparently by one of his Arab lovers (possibly with assistance from Avraham[56]), in order to preserve the continuity of national and religious unity both within his family and within the larger Jewish community.[57] Avraham, who had come to Jerusalem from Salonika to look into the doings of the young couple, sleeps with his very young daughter-in-law and she bears his child, Moshe.[58]

    In this culminating fifth section, Yehoshua addresses his concern with the relationship of the Jewish people to the land of Israel and to the Arabs who inhabit it. In the novel, the first Yosef reflects Yehoshua’s wish for the Sephardim’s early nineteenth-century experience of living peacefully, side by side with the Arabs.

 

Arab Relations

 

    One of the most interesting issues in Mr. Mani is the Jews’ relationship with the Arab. In Yehoshua’s earlier fiction, the Arab maintains a central but separate existence. In contrast, in Mr. Mani it seems as if the Arab has entered into the psyche of the Israeli and the self-definition of the Israeli is intimately bound up with that of the Arab. This is in stark contrast to the position of the Arab in earlier Hebrew literature where the depiction of the Arab was so romanticized, so kept at a distance, that there could be no talk of the Arab's taking a place "within" the Israeli psyche.[59]

    Mr. Mani’s image of the Arab may well be traceable to the emergence of Yehoshua’s Sephardic roots in his writings and to his increasing homage to Sephardic as well as to Ashkenazic writers and thinkers of the pre-statehood days. For example, as noted above, he portrays Yosef of the 1848 Mani family as believing that Arabs are in essence ancient Jews who ought to be brought back into the fold. Presumably, the recovery of a common ancestor of Arab and Jews can serve to eliminate the animosity between them and liberate both sides from their cultural limitations.[60] 

    The Sephardic sense of familiarity with Arab culture is depicted in the epilogue and biographical data that conclude every conversation in the novel. Gavriel Mani decides to travel to the kibbutz in the Negev to see his grandson; he drives through Hebron, to the horror of Hagar and her mother, Yael. Over their apprehensions, he assures them that he feels entirely safe in going from Jerusalem to Beersheba through Hebron and that the villagers are peaceful. It is the fall of 1987, and when a stone is thrown at his car, he confesses that to take this road is now inadvisable, although it still tempts him.[61]   

    Mr. Mani’s narrative seeks to discern, critique, and ultimately, transform the manner in which traditional notions of Jewish territorial affinity affect Israeli perceptions of the national and territorial prerogatives of the Arabs who inhabit the Land of Israel.[62]

 

The Arab-Israeli Conflicts

 

    Mr. Mani opens with a signature paragraph introducing Hagar Shiloh and the brute fact that time in Israel is measured by the dates of wars.[63]

 

Born in 1962 in Mash’abei Sadeh, a kibbutz thirty kilometers south of Beersheba that was founded in 1949. Her parents, Roni and Yael Shiloh, first arrived there in 1956 in the course of the army service. Hagar’s father Roni was killed on the last day of the Six Day War as a reservist on the Golan Heights. As Hagar was five at the time, her claim to have clear memories of her father may be correct.[64]

 

    The Arab-Israeli conflict and its many wars might have been solved long ago had the leadership of the Zionist movement been entrusted to the indigenous Sephardim of Eretz Yisrael who understood Arab sensibilities better than did the Ashkenazim.[65] An essay by Elie Eliachar, a former Deputy Mayor of Jerusalem and a member of one of Israel's oldest Oriental Jewish families, makes the same argument: “Had the Zionist leaders in those days been wise enough to accept the guidance of these [Sephardic] and other individuals who had experience with Arabs, a better understanding between Jews and Arabs might have been brought about without any harm done to our national movement.”[66]

    Eliachar pointed to item after item that antagonized the Arabs to the point of armed conflict: land purchases that did not take the Arab tenants into consideration, Hebrew language instruction in schools that excluded the Arabs, repeated personal insults of Arab dignitaries, incursions into their lands. He wrote in 1975 that his position of 1936 presented to the Royal Commission still held and things would have been different had the Sephardic point of view conditioned the relationship with the Arabs.[67]

 

We are Jews of Semitic-Oriental origin despite the extensive sojourn of a considerable number of people from the West. The Land of Israel lies in the Orient and our first duty on returning is to regain the Oriental characteristics which we lost in the West, without in any way relinquishing all the positive traits we acquired there. Jews and Arabs are Semites and hence related. The Hebrew and Arabic languages stem from a common source, as do our religious beliefs: even many of our basic characteristics are alike. [68]

 

    Eliachar’s views on the Sephardim are generally consistent with Yehoshua’s notion that a Sephardic version of Zionism would have created a different landscape where two peoples would be living side by side in peace.

 

Sephardic Themes

 

    Sephardic responses to the Ashkenazic culture and hegemony challenge the “Zionist master narrative” created by the Ashkenazic literary establishment.[69] Sephardic Zionism as an ideology, with its pluralistic foundation and tolerance toward the Arabs, was displaced by the Ashkenazic power structure, which was European in origin, and whose notions of Jewish nationalism were thus founded along the lines of nineteenth-century European nationalist models. Sephardic Zionism, only remotely influenced by these new ideas, is implied in Mr. Mani.  The Sephardic Manis respect Arab nationalism and have an intimacy with the Arab communities of the Mediterranean. As a consequence, the Sephardic Jew is more at home in the Middle East than the Ashkenazi and, perhaps, more capable of living at peace with the Arab inhabitants of the area.

    Several scholars, writing about Mr. Mani, failed to connect the Sephardic critique of Ashkenazic Zionist ideology to Yehoshua’s interrogation of the entire history of the Jewish people in Mr. Mani. For example, Gilead Moragh finds the notion puzzling that Mr. Mani is preoccupied with questions of Sephardic identity and that it provides a counter-narrative to prevailing versions of Zionism discourse by engaging Jewish history from a Sephardic point of view. Moragh argues that with one significant exception, the fifth conversation, Sephardic characters have little voice and no independent existence in Mr. Mani.

 

The little there is in their speech is reported speech, and their inner worlds are reconstructed or invented by others who are often profoundly alien to them. The narrative perspective in the first four conversations belongs to a sequence of explicitly non-Sephardic narrators who are appropriating the Mani story to serve their own needs. It is not surprising that in these narratives, the Manis do not come to embody much that is typical or representative of the Sephardic community and its culture. This also explains the paucity of knowledge about what most of the Mani men actually think or feel.[70]

 

Yael Feldman agrees with Moragh: “The Manis are far from being a representative Sephardic family and it is impossible to maintain that the Mani perspective constitutes a hidden Sephardic critique of European Zionist ideology.” [71] However, I disagree with Morahg and Feldman on this matter and find the writings of Yaron Peleg and Alan L. Mintz to be much more in line with my thinking concerning the Sephardic counter-narrative.

    In Peleg’s view, for example, Mr. Mani examines the Sephardic element in pre-Zionist Palestine from an Ashkenazic point of view, which looks at the Palestinian Sephardim with a mixture of admiration, bewilderment, and anxiety. The Ashkenazis sense the almost mythic ability of the Sephardim to survive in an ever-changing world, an ability that is sustained by their native attachment to the land and their natural relations with the Arabs. The novel pays homage to the deep affinity of the Sephardim to Eretz Israel, irrespective of politics. The characters in Mr. Mani are a natural part of the Mediterranean world. They know it intimately and move through it freely. For them, Zionism is just another regional political phase that does not determine their relation to the Land of Israel. The Ashkenazic point of view calls attention to the nature of Zionism as an artificial and perhaps even a harmful development in Jewish history. The natural attachment of the Sephardim to the Mediterranean Muslim world questions not only the validity of Zionism but its overall benefit to the Jews. The novel seems to say that, unlike their Ashkenazic brethren, the Sephardim never really had a Jewish problem.[72]

    In “Constructing and Deconstructing the Mystique of Sephardim in Yehoshua’s Mr. Mani and Journey to the End of the Millennium,” Mintz notes the manner in which Mr. Mani peels away the layers of historical inevitability and rolls back the triumph of Western ideology as it moves one step closer to a time when nations and national identities were finally consolidated. Mr. Mani provocatively and perversely follows this line not into the recesses of the Ashkenazic Diaspora where Zionism was derived but into the world of Sephardic Jewry, which historically composed the largest segment of continuous Jewish settlement in Jerusalem, though it is a smaller percentage of world Jewry. Jerusalem is presented before Zionism and places within it an hypostatized Sephardim whose growing entanglement with Western Zionism can be traced through resistance and capitulation.[73]

      Mr. Mani makes claims for a superior worldliness of the Sephardim, a quality that enabled them to see alternatives to the ideology-driven march of Western history. Jews of the Ottoman Empire lived in closer and less conflicting contact with Muslim peoples than with the members of the other principal minority, the Christians. Their mercantile travels gave them an international perspective and a sensitivity to the relations among national groups. 

    In contrast to the Judaism of their East European coreligionists, the religious convictions of the Sephardim were deeply but less fanatically held and were less insulated from the world. When religious faith collapsed for a segment of Russian Jewry at the end of the nineteenth century, political Zionism was seized upon as a substitute for failed messianic beliefs and turned into an ideological movement. The Sephardim chose a path of accommodation instead. Rather than rejecting religion and adopting secular replacements for it, they made room for elements of modernity alongside their family-centered piety. Zionism came to them naturally, not as a radical redefinition of the Jewish people but as an extension of a primordial attachment to both an ideal geography and a real place.[74]

 

The Dysfunctional Mani Family

 

    The Manis as a family and as individuals are ineffectual and obsessed in ways that undercut the legitimacy of their visionary policies and it all starts with the first Yosef Mani. In fact, as mentioned above, Yosef believed that the Arabs are Jews who have forgotten their Jewishness. According to the account given by his father, an unreliable but insightful narrator, Yosef’s ideas are the ultimate result of the boy having been seduced by the young wife of his elderly rabbi and teacher, which in turn leads to his homosexuality and his death. The father calls the son’s notions an idée fixe, and he journeys from Salonika to try to ensure that the marriage “bears seed and not just idées fixes.” His failure to do so and his guilt over impregnating his daughter-in-law lead him later in life to contemplate suicide. And so the urge to suicide, obscurely enacted by Judge Mani more than a century later, is imprinted in the genetic code of the Manis.[75] Mr. Mani is about obsessions that are self-destructive in that the heroes in the novel are directed by an antique self-destruction, with murder and incest lying in their unconscious.[76]

    Because the Mani family’s notions come to naught, their decision to pursue their ideas at the expense of the preservation of their species is doubly self-defeating. For faced with the choice to sow their seed or to sow their ideas, they constantly do the latter. In contrast to received notions of potent oriental patriarchs propagating vast clans, the Manis have to be tricked into reproducing. From the father who sleeps with his daughter-in-law at one end of the novel to the kibbutz student who gets Judge Mani an illegitimate grandson at the other, this is a family whose dynastic line hangs by a very tattered thread.[77] The Manis prefer to remain bachelors, are barely attracted to the female sex, and would rather not fulfill the commandment to be fruitful and multiply. Each of them has but one descendent, who only with difficulty secures the continuation of the line. The either/or choice between sexuality and political consciousness is vividly expressed in the case of Yosef Mani, the treacherous translator and homo politicus of the third conversation.[78]

    All the characters in Mr. Mani are self-deceiving individuals who “do not understand themselves and the motives for their behavior in personal relationships”[79] and in compensation, they “fashion group-identifications (Sephardim, Zionism, Pacifism, Universalism, Nazism, Religion,) which they delude themselves into believing will solve all their problems.” [80] Moreover, the Manis suffer from an assortment of psychological problems, ranging from passivity to aggression, from incest to filicide, and from frigidity and repressed homosexuality to suicidal urges. Undoubtedly, this is a portrait of a family far removed from the classic ethnic stereotype of the Sephardic family.

     Why, then, would Yehoshua undermine his own creation? I believe that Yehoshua turns, symbolically, to the biblical tales of the patriarchs and matriarchs because they, like the Manis, are hardly paragons of virtue. There is the story of Tamara, who sleeps with her father-in-law Judah in order to produce an heir to her husband, the transfer of the burden of infertility from the matriarch of Genesis to the Mani patriarchs; Abraham and Joseph and the aqedah episode; and Ishmael, the banished son of Abraham and Hagar. [81]  

    The fifth conversation gives us the only speaker who is a Mani. In one of many reversals, Avraham Mani comes to his teacher, Rabbi Shabbetai Hananiaha-Haddaya, as the rabbi is dying to give confession and extract vengeance.

    Yehoshua sees the Manis as reflecting many of the problems of family relations and, especially, the father-son dynamic. “Family relations,” wrote Yehoshua in an essay published in 1998, “…are, in my view, one of the areas of life that are richest in moral dilemmas and choices. Here…a person’s morality is tested. Especially because connections of love and mutual dependence are so characteristic of family relations, the moral equations become subtle, complex, and often painful.”[82] Interestingly, Yehoshua’s wife, a psychoanalyst, has remarked that all his fiction is at heart about the friction between father and son.[83]

    Most of the members of the house of Mani are indeed “mani-acs” who represent the Mani dynasty over a period of 150 years. Yehoshua’s depiction of them represents his views on the biblical narrative, family relations, and father-son dynamic. In effect, Yehoshua is saying that there is a little “Mani” in all of us, some to a lesser or greater degree.

 

Conclusion

 

    Mr. Mani is replete with references to the “what-ifs” of the Sephardic Zionist counter-narrative. The Sephardic point of view, reflected in this fictional chronicle, points to the close proximity and amity between Arabs and Jews. The Sephardic community is a community of moderation. Hence, there are opportunities for accommodation with the Arabs and Christian Europeans that are invisible to the Ashkenazic coreligionists.[84]

    Mr. Mani is not a nostalgic evocation of the Sephardic past or an embittered tirade against Ashkenazic humiliation of Sephardic or Oriental Jews, the two convenient subgenres of Hebrew fiction situated in non-Ashkenazi milieus. Rather, it is an agonized fictionalization of the problems of Israeli existence in the time of its composition, after the Lebanon War, and at the beginning of the Intifada. Actual political events of the 1980s are referred to only in the first of the five sections of the novel, and then only as background to the story, which takes place in Jerusalem. However, like many Israeli novels, it is motivated by a well-grounded conviction that something has gone awry in the realization of the Zionist dream. Yehoshua attempts to work out here the search for what went wrong. The innocent assumption is that if you can identify the wrong turn, you can return to it and make the right turn.[85]

        Neither sparing nor idealizing the Sephardim, Yehoshua posits an alternative narrative in which Sephardim participate in the traditional Zionist story and create their own version. The Mani (read: Sephardic) attachment to the land of Israel is not political, ideological, or interchangeable; rather it is organic. The Manis are the link to the land and also the bridge to the Arabs, the true indigenous people.[86] By placing Dr. Mani with Herzl at the Zionist Congress meeting in 1899, Yehoshua effectively includes the Sephardim in the European enterprise. European Zionism is embodied by the figure of Herzl, shown to be weak and ailing, on the verge of total collapse. By contrast, the Sephardic counterpart, Dr. Mani, is robust.

    In Mr. Mani, Yehoshua suggests a different Zionism conceived by Sephardic Jews as an alternative to the Zionism developed by the Ashkenazic Jews, which, in his estimation, prevents Israel from resolving the Arab-Israeli conflict. Through the Mani family lineage, the novel points to a Sephardic Jewish solution. In contrast to Ashkenazic Zionism, which ignored the national aspirations of the Arabs when conceiving the establishment of the Jewish state, each generation of the Mani family in Yehoshua’s novel attempts to establish the Jewish hold on the Land of Israel by means of a compromise with the Arabs.[87] In this hypothetical scenario, the nation-state is undermined as the major achievement of the Zionist movement. With all the attention paid to dates, the absence of 1948 is an omission fraught with significance. European Zionism is weak and fails.

        The Sephardic counter-narrative is further exemplified in the novel by the initiatives of the Manis in response to the events depicted in 1918 and 1899.Though there are many differences between England in 1918 and Poland in 1899, the central message is similar. If the Mani of either conversation, father Moshe of the fourth conversation or son Joseph of the third, had succeeded in his rhetorical endeavors, the era of the Shoah would have found a different Jewish people in Europe. If Moshe Mani had persuaded Efrayim Shapiro to stay in Jerusalem, there would have been no Shapiros in Poland to transport to Auschwitz. If Joseph Mani had persuaded the Arabs to take on the national political identity in 1918 or, more subtly, if he had persuaded Ivor Horowitz immediately that he was an English Jew and not a Jewish Englishman, perhaps he, and not his grandson, would have been the first family to settle in Israel, in the 1920s, not the 1960s or 1970s, and perhaps a state of Israel would have come into being earlier, particularly considering Great Britain’s political role in the matter. What is unquestionable, however, is that if many Polish Jews of Shapiro’s social position and generation had emigrated to Israel in 1899 or if many English Jews of Horowitz’s social position and generation had done so in the 1920s, the Nazis would have encountered a different Jewish reality in Europe and the Middle East in the 1930s.[88] The Holocaust represents both the consequence of these earlier choices and a road that saw Jewishness as an identity purely of the mind.

       At crucial junctures of modern history, such as the Balfour Declaration, the Manis, because of who they are and where they come from, are able to glimpse options invisible to the Ashkenazic Zionist movement. They contemplate an alternative path that does not foreclose possibilities, one that negates the unremitting tension with its neighbors.[89] The Yosef of section five has the ideological conviction and alternative existential vision. Yosef has come to believe that it is imperative to obliterate the ethnic and religious distinctions that divide the inhabitants of Jerusalem and cause constant conflict among them. Furthermore, Yosef constantly seeks “to forge relationships among strangers and to fight against what he considers isolation or self-segregation.”[90] He does this out of his conviction that “when all will recognize their true but hidden nature, they will make peace with each other.”[91] The first Yosef Mani’s attitude is rooted in the ideological stance of Canaanite thinkers such as Ben-Gurion and Ben-Zvi, who regarded Palestinian Arabs as “converted descendents of Jews” who had remained devoted to the land after the destruction of the Second Temple. While according to Canaanites, the Arabs of Palestine privileged their loyalty to the land, the Jews chose to be loyal to their faith, losing contact with the native soil.[92]

        In many important ways, the second section of Mr. Mani in German-occupied Crete is an extended exploration of the consequences of Israel’s present-day transformation into a nation of conquerors with an evolving culture of occupation. Egon’s initial aspiration for national transformation coincides closely with the fundamentals of the Zionist dream. Both are idealistic visions of a national renewal that requires casting off the heritage of a despised past and drawing on tropes of an ancient Mediterranean culture to evoke the redemption that will occur upon the nation’s return to the mythic land of origin.[93]

    When Yehoshua is writing about the occupation of Crete, he is thinking about Israelis in the territories that they occupy. For example, the second section of Mr. Mani is an extended exploration of the consequences of Israel’s deliberate choice to transform itself into a nation of conquerors with an evolving culture of occupation.[94] Hence, we can begin to discern the way in which the contemporary collective choice is as monumental as those reflected in Mr. Mani. That is, if the Jewish people persist along the road of occupation and create no peace settlement, what new Shoah lies twenty years in the future, a future that includes the real possibility that nuclear, chemical, or biological weapons of mass destruction could fall into the hands of terrorists or be used by terrorist states? While one can look with dismay at the choices not taken by European Jews sixty years ago, one must contemplate the picture of grandchildren sixty years from now looking back with comparable dismay at the choices not taken now.[95]    

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

    

 

 

 

 

 

 

 

 

 

 

 

 

ENDNOTES   

 

[1] Biblical scholars have often complained that the word hessed in the Hebrew Bible is difficult to translate into English, because it has no precise equivalent in our language; it is often translated as “loving-kindness,” “mercy,” “steadfast love,” and sometimes “loyalty.”

[2] Marc D. Angel, “A Sephardic Approach to Halakhah,”Midstream Magazine (August/September, 1975).

[3] Yael S. Feldman, Glory and Agony (Stanford, CA, Stanford University Press, 2010): 22.

[4] Paul Mendes-Fleur and Jehuda Reinharz, The Jew in the Modern World (NY, Oxford University Press, 2011): 620.

[5] Gilead Moragh, “The Literary Quest for National Revival,” eds. Steven L. Jacos and Zev Garber, Maven in Blue Jeans (West Lafayette, IN, Purdue University, 2009): 455.

[6] Gilead Morahg, “Borderline Cases: National Identity and Territorial Affinity in A. B. Yehoshua’s Mr. Mani,” AJS Review, 30:1 (2006): 168.

[7]Arnold J. Band, “Mar Mani: The Archeology of Self-Deception,” Prooftexts 12 (1992): 239.

[8] Alan L. Mintz, The Boom in Contemporary Israeli Fiction (Waltham, MA, Brandeis University Press, 1992): 133.

[9] Alan Mintz, “Counterlives,” The New Republic (June 29, 1992): 442.

[10] Ibid, 12.

[11] Doreet Hopp, “Avraham B. Yehoshua,” Encyclopaedia Judaica.

[12] Ibid.

[13] Band, “Mar Mani,” 234.

[14] Abraham B. Yehoshua, “Beyond Folklore: The Identity of the Sephardic Jew,” Quaderns de la Mediterrania 14 (2010), 152.

[15] Ibid.

[16] Ibid.

[17] Ibid, 153.

[18] Ibid, 154-155.

[19] Yehoshua, “Beyond,” 154.

[20] Ibid, 155.

[21] Ibid.

[22] Gila Ramras-Rauch, “A. B. Yehoshua and the Sephardic Experience,” World Literature Today, Vol. 65, No. 1 (Winter 1991): 12.

[23] Horn, Facing, 78-79.

[24] Morahg, “Borderline,” 173.

[25] Ibid, 79.

[26] Alan L. Mintz, “Constructing and Deconstructing Mystique of Sephardim in Yehoshua’s Mr. Mani and Journey to the End of the Millenium,” ed. Alan L. Mintz, Translating Israel (Syracuse, NY, Syracuse University Press, 2001): 173-174.

[27] Horn, Facing, 13

[28] Ibid.

[29] Horn, Facing, 13.

[30] Ibid, 14.

[31] Dan Miron, “Behind Every Thought Hides Another Thought: Meditations on Mr. Mani,” Siman Kriyah 21 (December 1990): 153-157.

[32] Mintz, “Constructing,” 184.

[33] Ramras-Rauch, “A. B. Yehoshua,” 10-11.

[34] Yael S. Feldman, “Identity and Counter-Identity: The Sephardi Heritage in Israel,” Midstreams, 43, 4 (1997): 19.

[35] Maurizio Ascari, Literature of the Golden Age (Jefferson, NC, McFarland, 2011): 64.

[36] Band, “Mar Mani,” 238.

[37] Horn, Facing, 18.

[38] Ibid.

[39] Ramras-Rauch, “A. B. Yehoshua,” 12.

[40] A. B. Yehoshua, Mr. Mani (New York, Doubleday, 1992): 5-72.

[41] Ramras-Rauch, “A. B. Yehoshua,” 11.

[42] Yehoshua, Mr. Mani, 63.

[43] Morahg, “Borderline, 180.

[44] Band, “Mar Mani,” 241.

[45] Yehoshua, Mr. Mani, 105.

[46] Ibid, 147-201.

[47] Ibid, 189.

[48] Yehoshua, Mr. Mani, 190.

[49] Ibid.

[50] Morahg, “Borderline,” 178.

[51] Mintz, “Constructing,” 179.

[52] Hoffman, “The Womb,” 255.

[53] Morahg, “Borderline,” 174.

[54] Ibid, 175.

[55] Band, “Mar Mani,” 239.

[56] The agency of the first Yosef’s death is by no means unambiguous. Yehoshua has noted in both written and oral communication that the father, Avraham, actually killed his own son. Band, “Mar Mani,” 244, ff 11.

[57] Gilead Morahg, “The Heritage of the Aqedah in A. B. Yehoshua’s Mr. Mani,” eds. Mishael M. Caspi and John T. Greene, Unbinding the Binding of Isaac (NY, University Press of America, 2007):194-195.

[58] Band, “Mar Mani,” 240.

[59] Ibid.

[60] Ramras-Rauch, “A. B. Yehoshua,” 9.

[61] Yehoshua, Mr. Mani, 5-72.

[62] Morahg, “Borderline,” 167.

[63] Arnold J. Band, “Sabbatian Echoes in A. B. Yehoshua’s Mar Mani,” eds. William M. Brinner, et al., Judaism and Islam (Leiden, the Netherlands, Brill, 2000): 343.

[64] Yehoshua, Mr. Mani, 5.

[65] Band, “Sabbatian,” 345.

[66] Marzell Dag and Peretz Kidron, Living with Jews (London, UK, Weidenfield and Nicholas, 1983): 166-167.

[67] Band, “Sabbatian,” 345.

[68] Dag, Living, 207.

[69] Horn, Facing, 172.

[70] Moragh, “Borderline,” 173.

[71] Yael Feldman, “Behazarah leber’ eshit,” in Ben-Dov, Bakivun hanegedi [In the Opposite Direction], 208, 209.

[72] Yoran Peleg, Orientalism and the Hebrew Imagination (Ithaca, NY, Cornell University Press, 2005): 138.

[73] Mintz, “Constructing,” 179.

[74] Ibid.

[75] Ibid, 181.

[76] Horn, Facing, 6.

[77] Mintz, “Constructing,” 182.

[78] Ibid, 183.

[79] Ibid.

[80] Horn, Facing, 172

[81] Feldman, Glory, 285-302.

[82] A. B. Yehoshua, “Kohah hanora shel ashmah qetanah” [The terrible power of a minor guilt] (Tel Aviv, Israel, 1998): 65. Morahg, “Testing,” 241.

[83] Clive Sinclair, “Book Review: A State of Mind,” The Independent on Sunday, March 7, 1993.

[84] “Book Review: Translating Israel: Contemporary Hebrew Literature and Its Reception in America,” Shofar, Vol. 23, No. 2 (Winter 2005): 121.

[85] Band, “Deceptions,” 235-236.

[86] Mintz, The Boom, 131.

[87] Yosef Oren, “Post-Zionism and Anti-Zionism in Israeli Literature,” ed. Shlomo Sharan, Israel and the Post-Zionists: A Nation at Risk (Portland, OR, Sussex Academic Press, 2003): 195.

[88] Horn, “The Shoah,” 144-145.

[89] Mintz, “Constucting,” 181.

[90] Morahg, “The Heritage,” 192-193.

[91] Ibid.

[92] Ascari, Literature, 74.

[93] Morahg, “Borderline,” 170.

[94] Ibid.

[95] Horn, “The Shoah,” 147.

Mathematics and Other Problems for Orthodox Schools

 

 

 

New ideas about the teaching and learning of mathematics present challenges for Orthodox schools. In part, these ideas about the teaching and learning of mathematics are challenging to any schools: teachers lack content knowledge in the subject because they have had insufficient opportunities to learn themselves; teachers are strained pedagogically to teach a subject that they learned differently as students; ambitious aims for subject matter learning compete with a whole host of educational issues that need no enumeration here. For Orthodox schools, new understandings about cognition and learning are particularly fraught. Readers of this journal will not be surprised to read that there are tensions inherent in a stance that embraces Torah uMadda, but in this piece I relate an experience that brought this tension into strong relief for me: conducting a professional development seminar on teaching and learning for heads of modern Orthodox yeshivot.

   Rabbis and Third Graders Doing Math. To give a glimpse of these tensions, we peek in on a gathering of heads of school and teachers of religious studies from schools that define themselves as modern Orthodox. For this professional development seminar, school leaders from around the United States gathered for three days of collaborative study about teaching and learning.[1] The seminar began with my posing a mathematics problem to the participants, virtually the same problem that they would subsequently watch third graders working on: "I have pennies, nickels, and dimes in my pocket. If I pull out three coins, what amounts of money might I have?" Unaccustomed to doing math problems in a group setting, and even less comfortable making public presentations about their mathematics reasoning, the school leaders shared their solutions to the coin problem and explained how they arrived at their answers. The rabbanim came to the chalkboard to show their solutions; they eventually came to consensus that there are 10 possible solutions to the 3-coin problem and collectively constructed an informal proof to convince themselves. The rabbanim then turned their attention to the video of third-graders working on a very similar problem that their teacher had posed: "I have pennies, nickels, and dimes in my pocket. If I pull out two coins, what amounts of money might I have?"

In the video, we first see the teacher leading the class through a discussion of the parameters of the problem, and the definitions of the terms used. She then sets the students loose to work independently for a few minutes. Children draw or record different possible combinations in their notebooks. Some shuffle coins on their desks to find different arrangements; some draw the coins in their notebooks while others use a range of symbols to show each combination.  After working for a while, the teacher asks the children to share their solutions. The discussion proceeds at a slower pace than most mathematics lessons; there are long silences and children offer a number of wrong answers. The teacher gives few comments and little correction; instead, she asks many questions and throws it to the class to determine if a child's answer is correct. She asks repeatedly, "How did you get that?" "How do you know?" "What do other people think about that?"

Here is a brief excerpt from this classroom discussion:

Teacher

Fifteen cents.  Could somebody say how they think Sheena made 15 cents.  What coins she used to make fifteen cents?  Tembe?

 

Tembe

Ten and a five cent.

 

Teacher

Okay. Dime ... make a little more room here ... So you had, one nickel and one dime.  Okay. Who had another solution besides fifteen cents?  What else might I pull out of my pocket?  Ofala?

 

Ofala

Twenty cents.

 

Teacher

Okay. . How did you get twenty cents, Ofala?

 

Ofala

Two dimes.

 

Teacher

Two dimes?  Riba, would that work?

 

Riba

Yes.

 

Teacher

How do you know?

 

Riba

Because ten plus ten is twenty.

 

Teacher

Sean, do you agree with that?

 

Sean

Huh? Yes.

 

Teacher

Two dimes would make twenty?

 

Sean

Yeah.

 

Teacher

Okay.  So we have fifteen cents and twenty cents.  Were there any others that you came up with? Tembe, what did you and Devin come up with besides fifteen cents and twenty cents? What's another one you found? What did you guys write down? I know that you found some other ones, I think when I came by.  What about this one?  How did you get that? 

 

Tembe

That’s his one.

 

Teacher

Devin, do you remember how you got six cents?  You don't remember?  Does somebody know how Devin might've gotten six cents?  He wrote six cents down in his notebook.  How do you think he might've gotten six cents? Betsy?

Betsy

A nickel and a penny?

Teacher

One nickel and one penny.  You think that's right, Devin?  One nickel and one penny? 

Devin

Yeah.                                             

Teacher

Can you show us with your coins?  Not in your notebook.  Can you get the, can you get a nickel and a penny out of your box?  How much is the penny?  Okay, the penny is one.  And the nickel is ...

Devin

Six cents.

Teacher

Altogether it's six.  Good, Devin.  Okay.  Any others?  Mark?  Did you come up with any others besides fifteen, twenty and six?

Mark

Eleven.

Teacher

Eleven cents.  How did you get eleven cents?

Mark

Ten cents and a penny.

Teacher

One dime and one penny.  Did anybody else find that one?  Sean, did you come up with eleven cents?  Well, what do you think about that?  Would that work with a dime and a penny?

Mathematics Teaching and Learning to Teach Project.  (1990). Deborah Ball, Third Grade, September 18, 1989                Unpublished transcript.   University of Michigan: Ann Arbor, MI. The names of the students have been replaced with           pseudonyms.

 

The assembled rabbanim were intrigued by this classroom excerpt. They were keen observers of teaching and learning, despite protests that some had no formal education training. Our seminar used this video and the mathematics work that preceded it as a springboard to discussions of learning and teaching-- in mathematics and in general. In this excerpt, students had reasoned through a complex problem to learn mathematics, and the role of the teacher's authority had shifted from one of providing answers to one of facilitating the reasoning through ideas so that students could come to warranted mathematical conclusions. We saw the teaching of mathematical practices that students could use to develop robust understandings of mathematical ideas. Participants found this image of teaching to be engaging and powerful; a number of them approached me to do continuing work in their schools to develop this kind of teaching and learning school-wide.

I hesitated. Over the days of this professional development seminar, I had become increasingly aware of the tensions between this model of teaching and learning and my understanding of the mandates of Orthodox education. As deeply committed as I am to this kind of teaching and learning, and as much as I want to join with others in the improvement of Jewish education in the Orthodox sector, I am not sure that these two forces are compatible.

In what follows, I will describe how this model has evolved, its antecedents, and why I believe it provides an authentic and rich learning experience in mathematics and in other subjects-- including limmudei kodesh. At the same time, I see that the issues that preoccupy even "modern" Orthodox schools today are in some cases orthogonal to this view of learning. It is this tension that I write about in this article.

A "New" View of Teaching and Learning [Mathematics]. Here I elaborate further what is meant by this "model of [mathematics] teaching and learning."  I place "mathematics" in brackets because the current wave of educational reform is based on a general view of teaching and learning that extends to mathematics as well as other school subjects.

 In the case of mathematics, the model of teaching and learning envisioned goes beyond traditional models where teachers show students how to perform procedures and mathematical routines. Complete understanding...includes the capacity to engage in the processes of mathematical thinking, in essence doing what makers and users of mathematics do: framing and solving problems, looking for patterns, making conjectures, examining constraints, making inferences from data, abstracting, inventing, explaining, justifying, challenging, and so on. Students should not view mathematics as a static, bounded system of facts, concepts, and procedures to be absorbed but, rather, as a dynamic process of "gathering, discovering and creating knowledge in the course of some activity having a purpose." (Stein, M. K., B. W. Grover, and Hennigsen, M., 1996. "Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms." American Educational Research Journal 33(2): 455-488; emphasis in the original)

 

Instruction in such classrooms departs in some ways from traditional mathematics instruction. Students reason through problems, and the teacher's authority is less about conferring correctness than it is about helping students learn how to engage in mathematical practices so that they can adjudicate for themselves what is mathematically correct and what is not. This model does not mean that students no longer learn algorithms or have to practice procedures; it also does not mean that each student is free to determine for herself what is correct and what is not-- mathematics instruction will always be directed towards precision, correctness, and convergence around a right answer. Although this model includes these aspects it goes far beyond them as well.

It is clear why this model holds such appeal for the school leaders I worked with. Swap "Torah learning" in place of mathematics above, and most Jewish educators nod their heads in vigorous agreement with this stance towards learning. The image of students engaged in "a dynamic process of 'gathering, discovering and creating knowledge in the course of some activity having a purpose'" is just what school leaders say they want.

            This way of teaching mathematics is based in part on a disciplinary view of mathematics. In Proofs and Refutations (Lakatos, I., 1981. Proofs and refutations: The logic of mathematical discovery. Cambridge; New York, Cambridge University Press) Lakatos provides an image of how learners arrive at mathematical truths in his description of an imaginary classroom working on a geometry problem respecting the number of vertices and edges and faces in regular polyhedra. (The details of the problem have mostly been omitted for our purposes.)

The dialogue takes place in an imaginary classroom. The class gets interested in a PROBLEM...

After much trial and error they notice that for all regular polyhedra V - E + F = 2. Somebody guesses that this may apply for any polyhedron whatsoever. Others try to falsify this conjecture, try to test it in many different ways-- it holds good. The results corroborate the conjecture, and suggest that it could be proved. It is at this point-- after the stages problem and conjecture-- that we enter the classroom. The teacher is just going to offer a proof.

TEACHER: In our last lesson we arrived at a conjecture concerning polyhedra.... We tested it by various methods. But we haven't yet proved it. Has anybody found a proof?...

 

In Lakatos' description of a classroom, we see his emphasis (in the original text) on the mathematical processes captured in the nouns guess, conjecture, corroborate, and prove. The classroom dialogue that helps students participate in these practices is a medium in which mathematical conclusions are derived. In a more traditional mathematics classroom, students would be told that V - E + F = 2, and perhaps shown a proof for why this is so. In contrast, in Lakatos' example, students participate in the construction of this proof themselves. This kind of mathematical reasoning is one of the disciplinary images on which current models of mathematics teaching are based. It is centrally concerned with students' deep understanding of the discipline, not just their performance of school tasks.

This model of teaching and learning also draws from wider ideas in the philosophy of education. Israel Scheffler expresses one conceptualization of teaching and learning that underlies this view:

Teaching may be characterized as an activity aimed at achievement of learning, and practiced in such manner as to respect the student's intellectual integrity and capacity for independent judgment. Such a characterization is important for at least two reasons: first, it brings out the intentional nature of teaching, the fact that teaching is a distinctive goal-oriented activity, rather than a distinctively patterned sequence of behavioral steps executed by the teacher. Second, it differentiates the activity of teaching from other activities such as propaganda, conditioning, suggestion, and indoctrination, which are aimed at modifying the person but strive at all costs to avoid a genuine engagement of his judgment on underlying issues. (Scheffler, I.,1965. "Philosophical Models of Teaching." Harvard Educational Review 35(2): 131-143)

 

 

            In Scheffler we see where this model of teaching and learning collides with the mandates of an Orthodox education. To what degree, and in what subjects, do our Orthodox schools want to nurture and encourage "independent judgment"? In issues of faith, and in questions of halakha, to mention two prominent examples, are we prepared for students to make independent judgments? And these are not tangential subjects in Orthodox schools; one might argue that both issues of faith and questions of practice are the raison d'etre for Orthodox schools, and part of what distinguishes them from other streams of schooling. As the seminar with the rabbanim progressed, I became more and more aware of the press for their schools to insist on convergence of thought and action in the teaching of particular subjects.

            The view of learning depicted here does not apply solely to mathematics. It is not even about a subset of school subjects. It is descriptive-- it describes how students learn, generally. This description of how students learn, though, implies a normative view of teaching-- how teachers should teach, given that learning proceeds in this way. And mathematics is perhaps a kal vahomer case in the sense that it seems to non-mathematicians as an unlikely discipline to be reasoned through and understood--  and for this reason is even more threatening than perhaps other school subjects. A discipline that was always, at least in the school context, construed as positivist, in which authority for right and wrong was determined by the teacher and the textbook, is instead a discipline --like others-- in which knowledge is socially constructed and the authority for right and wrong is in part determined by what the students reason to be correct, with teacher and textbook guidance. For the Orthodox educator, this has serious implications for how all subjects will be treated. I do not know that the current climate in Orthodox schools can accommodate this stance; on the other hand, teaching that is responsible and responsive to learners requires it.

            Challenges of modernity. This small vignette about the teaching and learning of mathematics provides a window onto the challenges of modernity for Orthodoxy. We tend to name the onslaught of media, the vivid intrusion of non-traditional lifestyles into our communities, and constant press of material culture, as major challenges to Orthodoxy. Instead this vignette points to the challenges of epistemologies that recast authority, truth and the creation of knowledge as human constructs. I fully embrace these modernist epistemologies, but do so cognizant and even wary that they do not rest easily with the worldview that has taken hold in the current Orthodox environment. To ignore these new views of learning, in my mind, is to deny how students actually acquire knowledge, habits of mind, and dispositions. This suggests that we will need to imagine educative environments for Orthodox students that, in Scheffler's words, "respect the student's intellectual integrity" and strive for "a genuine engagement of his judgment on underlying issues."

            What might such educative environments look like? Here I defer to my colleagues whose primary work is instruction in Orthodox schools, who are engaged with its specifics of context and content on a daily basis, to develop instructional designs particular to this need. I close this article with some broad outlines for the kind of instruction this approach implies in limmudei kodesh. First, we would need to imagine the treatment of all limmudei kodesh that could be shaped by their disciplinary practices as conducted by experts-- by talmidei hakhamim, as we saw in the case of mathematics, such that children would engage in the very practices that more advanced talmidim encounter, instead of learning school subjects as "bounded system[s] of facts, concepts, and procedures to be absorbed." One example already present in many schools is the mode of pedagogy found in the traditional beit midrash which provides a model of teaching and learning, even for young children. Elie Holzer's analyses of hevruta  study provide one window into such a practice (See, for example, "What connects good teaching, text study and hevruta learning? A conceptual analysis, Journal of Jewish Education 72 (3), 2006). To put such practices into play widely, our work in teacher education would be to devise pedagogical scaffolds for teachers so that students can effectively engage in these practices using materials and methods suited to their ages and prior knowledge. It would require, too, revisiting the nature of the teacher's authority in limmudei kodesh, one that would acknowledge the wisdom of our sages and teachers and concomitantly put students' thinking at center, bringing both worlds into productive dialogue. We look back to the transcript of a third grade mathematics discussion at the beginning of this article as a model for how such conversations might proceed. A teacher's authority in such environments would be a function of his content knowledge as well as his ability to bring students to engage in the "gathering, discovering and creating knowledge in the course of some activity having a purpose."

             But we cannot shy away from such subjects as dinim or halakha, and the practice of tefilah. Here too schools might strive for students' genuine engagement of judgment, to echo Scheffler. Students, even at young ages, would learn to reason through the multiple points of view presented by our sages across the centuries, by the teachers in our schools, and by fellow students. Our schools have tended to teach dinim as lists of rules and formulae to memorize, analagous to the V - E + F = 2 formula for regular polyhedra. The same can be said for interpretations of humash--and in fact most subjects in limmudei kodesh. I wonder if we have avoided opportunities for students to reason through ideas rather than memorize them as foregone conclusions, understandably fearful that our children will come to their own conclusions that move them away from Orthodoxy. Instruction in these subjects could be expanded to include the reasoning process of the rabbis, the arguments and stretches of faith that characterize the conversations of HaZal. Of course this kind of instruction is already happening in many schools. I want to suggest that this kind of teaching and learning-- even when it comes to halakha and questions of faith-- will show a tradition that is robust, multifaceted, and stands up to scrutiny. To address diverse learners-- diverse in hashkafah, in family background, in learning styles-- the school curriculum will need to include an array of pedagogical presentations that includes this approach. Rather than threatening our continuity, this pedagogical stance conveys a respect for the individual's intellectual integrity and the ability to reason and come to independent conclusions.

            The last decades have seen Orthodox schools overtaken by decidedly non-Modern elements. To recruit knowledgeable teachers who live authentic Jewish lives, Modern Orthodox schools have hired more and more teachers who do not embrace a Modern perspective. This is a pity; our schools need to reflect and generate a particular world-view, and we are missing the opportunity to do so. Our teacher education seminaries need to be guided by a vision of education centered on helping students gain tools to come to warranted conclusions in the intellectual company of one's sages, teachers, and peers. This educational stance could distinguish the contribution of Modern Orthodox to the Jewish education world, and would require the design and scholarship of educational researchers to develop protocols, pedagogical structures, and instructional activities that would carry this vision into practice. Modern Orthodoxy has the capacity for these ambitious goals; our schools and teachers' seminaries can be generative sources for an Orthodoxy where this is the hallmark.

 

 

 

 

[1] The professional development seminar described here was convened and generously sponsored by the Visions of Jewish Education Project of the Mandel Foundation, Israel. The content presented in the seminar, and the views in this article, are solely the author's.

 

Teachers Talk about Introducing Academic Bible Study Methods in Their Classrooms

 


 

 

During my first teaching experience (it was the Frisch School in 1983) I was asked by one of the parents at a Parent-Teachers meeting why Biblical Criticism was not included in my curriculum. The parent argued that his son would surely encounter the questions raised when he was in college, and it would be important to discuss the ideas in a traditional Jewish framework. 

I do not recall what I answered at the time, but Biblical Criticism was not part of my teaching repertoire. 

In an article that appeared in the Journal of Jewish Education, Dr. Susan Tanchel argues that teaching the Documentary Hypothesis is an essential part of her school’s curriculum. 
Do you have it in yours? 

 

I raised this question on the virtual pages of Lookjed, an online discussion aimed at Jewish day school educators. In 1999, when high-speed internet could only be dreamed of and modems that connected to the internet were rarely found in private homes, the Lookstein Center of Bar-Ilan University launched this ongoing conversation. Today more than 3,500 teachers, administrators, lay leaders, and even occasional students weigh in and debate topics of current, and, occasionally, recurrent interest. Threaded archives of those conversations appear at http://lookstein.org/lookjed/.

The subject of academic Bible study has been discussed in Lookjed on a number of occasions. In the course of a conversation about how to teach “the strange malon story” (when Moses stopped at an inn en route to Egypt, see Exodus 4:24–26) a reader suggested that James Kugel’s How to Read the Bible might be used to shed light on the matter. This led to a heated discussion on the place of such works in a Day School library. At some point the conversation turned to whether college-age students in a yeshiva environment should be studying Biblical Criticism, and, indeed, whether the invitation tendered to Professor Kugel by one of student clubs at Yeshiva University should have been rescinded by the administration.

In this brief article I do not intend to discuss theories of Biblical Criticism, which can be found elsewhere. The focus here is on attitudes toward the introduction of modern literary and academic methods to the Tanakh classroom, as expressed by classroom teachers, administrators, and educational leaders. Although much of this information is based on the discussions that took place in Lookjed, I will also devote a few words to the “parallel universe” of Day School education, that is, the mamlakhti dati religious public school system in Israel.

The brief quotations that appear in this article are all taken from the Lookjed discussions. I am sharing them here without attribution, but their sources can be found in the online threaded discussion archives.[1]

 

 

The question of teaching Biblical Criticism is one that depends on the outlook and affiliation of a given school, its mission, and its constituency. In most cases the responses that came to the list identified the type of school in which the writer worked. The Lookjed list, reflecting the values of The Lookstein Center, is open to a multiplicity of voices. Although many of the Day School educators who participate in these online discussions come from an Orthodox perspective, in this particular conversation, whose beginnings were rooted in an article about a Community School setting, contributions were received from across the ideological spectrum.

Once of the first replies that I received commented in strong terms on the appropriateness of raising the question in the manner that I did. It read:

 

I am a little shocked at the rather offhand way you threw out a question about Biblical Criticism: “In an article that appeared in the Journal of Jewish Education, Dr. Susan Tanchel argues that teaching the Documentary Hypothesis is an essential part of her school’s curriculum. Do you have it in yours?” 
 

You could be asking about whether our school uses indirect lighting, or shares a certain math program, rather than striking at the absolute essence of what it means to be a believing Jew. “Do I have it in mine?” . . . Do I relish systematically undermining the faith of my students to pay homage to the modern god of “pluralism?” Um, no. 
 

It doesn’t take a rocket scientist to figure out that if the authorship of the Torah is undermined, all observance falls like a house of cards. Inoculating college-bound students against Biblical Criticism is responsible if done properly. Destroying their faith so we can pretend we are intellectually honest and enjoy splashing in the shallow waters of heresy is quite another. 

 

Although this respondent rejects the possibility of systematic study of Bible Criticism in school, he does allow for the possibility that in the context of preparation for the challenges that are found on college campuses, a presentation of the tenets of Biblical Criticism would be appropriate. This response was echoed by a number of educators affiliated with Orthodox Day Schools.

A Yeshiva University professor wrote to affirm that when teaching Torah “belief in Torah mi-Sinai is fundamental to Orthodoxy. Adopting a neutral position on the subject is equivalent to adopting a neutral position on the divinity of Jesus.” He allows that for a student today to understand the writings of twentieth-century Orthodox thinkers such as Rabbis David Zvi Hoffmann, Mordechai Breuer, or Yoel Bin-Nun, it is necessary to have some familiarity with elements of Biblical Criticism. Nevertheless, he laments

Unfortunately, the vast majority of high school students do not have the basic knowledge of Tanakh to master these thoroughgoing, profound controversies. Very simply—how many know the Torah well? How many know the rest of Tanakh well? Without such knowledge can one follow the back-and-forth debates? Can one easily discuss how different versions of a story or a legal theme appear in different sections of the Torah if the basic material is not yet familiar, if one has no familiarity with the thousands of years of tradition and analysis that precede the modern period? 
 

One Orthodox high school administrator described where modern literary methods fit into his school’s curriculum:

 

Our Tanakh curriculum is certainly informed by modern scholarship, but does not teach the Documentary Hypothesis.

We began a program where we explore a variety of topics in symposium-style discussions. This is aimed to prepare the students for different challenges of life after high school, and to stimulate intellectual curiosity by making learning exciting without tests. We refer to it as either the Senior Seminar, or the Lishma program. 
It is in this context that we discuss higher and lower criticism, and the insights these methodologies have uncovered. We also, of course, discuss why we can still faithfully maintain our belief in
Torah Mi-Shamayim. It has always been a well received unit in the senior seminar. 

 

In fact, the general approach of Day School educators, even in non-Orthodox settings, was that the introduction of a class on Biblical Criticism as a systematic course of study would not be welcome in their schools.

One long-term administrator from a Solomon Schechter school rejected the suggestion that such a course be introduced for a number of different reasons, among them:

  • Educators must focus on the ultimate goals of Tanakh study, which he argued should be “to equip students with the text-access and text-analytical skills they need to be confident, independent, and resourceful students of Tanakh.” The introduction of a year-long course in Biblical Criticism will ultimately raise many serious theological questions that will force a teacher to talk “about the text” rather than focus on the text itself.
  • Invoking James Fowler’s Stages of Faith, he argued that introducing the Documentary Hypothesis to adolescents “is likely in many cases to produce an explosive reaction at an age at which non-traditional perspectives should be at most gently and tentatively introduced,” concluding that it is, therefore, both risky and unnecessary.
  • Why must students of Tanakh be taught the intricacies of how the Documentary Hypothesis works any more than computer users need to understand the coding of the software that they use or drivers the wiring of their automobiles?

 

Rather than rejecting “non-traditional” study out of hand, the author makes suggestions of what should be taught in order to prepare students for “more advanced study,” suggestions that he attests are used in the schools where he has worked. These include the following:

1. Training in identifying literary features such as repetition, irregular structures, parallel passages, enigmatic expressions, and non-linear chronology
2. Training in using textual evidence to propose their own explanations of, or commentaries on, problematic literary features
3. Exposure to multiple commentaries that explain literary anomalies differently, ideally including both classical and modern voices

 

All of this is to be introduced in grades 1 through 8. Beginning in high school, two additional features are introduced to students:

4. Aspects of biblical society and culture in the context of surrounding societies and cultures
5. Reference materials, including biblical atlases, encyclopedias, primary and secondary historical sources, and archaeological artifacts, as additional ways—over and above the classical and modern commentaries—to deepen understanding of Tanakh

The author concludes,

 

It should be noted that, on this model, the aim of introducing modern commentaries and understandings is in service of the text, in order to uncover its rich and layered meaning. The nontraditional beliefs and assumptions underlying these perspectives are never in the spotlight, never the focus of study, but are rather the nearly always unarticulated background and context of student learning.

 

An individual who teaches Tanakh in the Abraham Joshua Heschel School, a non-denominational Day School in New York City, weighed in on this discussion, stating at the outset that “the Documentary Hypothesis is an exercise in theology, not Bible.” He argued that introducing the Documentary Hypothesis to students in high school—as is done in the Heschel School—requires the students to have not only advanced text skills but also “a meta-textual mindset and background: significant substantive experience grappling with one’s own approach to Tanakh study; exploration of the tenuous and often shifting boundaries between subjective and objective readings; separation between self and text in order to recognize where they meet; and aptitude in distinguishing between facts and conclusions, between weak and strong interpretations.”

He writes that as taught in his school, this is a course

 

…for students who have already come face to face with their own conception of God, who are accustomed to pushing at theological comfort levels, and who welcome tension, encountering the Documentary Hypothesis creates a climactic moment: How does my conception of Torah, of God, of religious studies, withstand, absorb and react to its stiffest challenge? As such, reacting to the Documentary Hypothesis is not the portal into these questions, an early overt foray into one’s theological and religious identity; it is the capstone.

As such, the Documentary Hypothesis is introduced in his school not as a value in and of itself, but as part of a course whose goal is to explore what it means to learn Torah. To accomplish that, Biblical Criticism is presented in the context of other approaches that offer a variety of possible entrances to its study:

 

To that end, students engage with four differing approaches: classical commentary highlighting the peshat-derash divide, modern literary analysis, archeology, and biblical scholarship.

 

In explaining the rationale for this he writes:

 

[The theory of] multiple authors is not the only answer. It may be the best—it may not—but that’s irrelevant if it is presented on its own, with no alternatives as part of a dialogue. The question is not ‘here is the Documentary Hypothesis, how do you react?’ but ‘here is a problem with a range of approaches, how do they fit with the rest of your complex understanding of the book that is the most important to your religion?”

 

It is interesting to note that when I shared the Lookjed discussion about How to Read the Bible with James Kugel, he responded by saying that the book was not intended for high school studentsfor that matter it may not be appropriate for all adultsand that he was unsure whether it had a place in a Day School library. He did share his own thoughts about an appropriate high school curriculum in Tanakh, writing:

 

I do have my own curricular ideas for high school, mostly based on my own kids’ sometimes disappointed reaction to classes [in Tanakh]. I think it’s fine for very little kids to do Humash and Rashi the way they do in elementary school. But I think I’ve noticed that by the time these kids get to high school, if you keep teaching them the same way they were taught in elementary school, the best of them soon develop a strong interest in chemistry or social studies. Although they don’t often formulate the idea in words, I think what bothers them is the disconnect between what the Hebrew words of the biblical text say—by now their understanding of Hebrew is much stronger, along with their common sense and self-confidence—and what Rashi (and a lot of other commentators) sometimes say those words mean. 

So I think what I would do, at that point in the curriculum, is not go to modern biblical scholars, but try to get students to understand the exegetical problem from Rashi’s point of view, or, for that matter, that of the early rabbinic midrashim on which he relied. To begin with, this would require them to understand that the Torah and Rashi, or even midrash, are not simultaneous, and that the interpreters are confronting a text that has been around for some time and cannot be changed or rejected. Basically: ‘You be Rashi. How are you going to explain this verse in a way that is consistent with the other things you know from the Tanakh and from halakhic practice, everything that we believe and follow?’ ... I admit, this approach might not pass muster in Meah Shearim, but I really think it’s honesty that kids want and need; so do we all. 
 

 

A few words about the new Tanakh curriculum introduced by the Ministry of Education in Israel. For those of us who grew up in the United States, where Separation of Church and State is an axiom of faith, the fact that the State of Israel offers Jewish education in its public schools is somewhat disconcerting. Nevertheless, the fact that the official Ministry of Education in Israel concerns itself not only with general studies but with religious studies as well, means that for many religious schools in Israel (there are some religious schools that choose to operate outside of the state-sponsored system) there are educational experts who develop formal curricular goals, syllabi, and standardized tests. Diaspora educators appear to be largely unfamiliar with these materials, and I often link to them in response to Lookjed queries asking for support materials on Tanakh or Talmud.

Aside from the religious public school system, the Ministry of Education in Israel also runs an ordinary public school systemmamlakhtithat is not “religious,” although it does include Jewish studies as part of its unit on Jewish culture and Jewish heritage. A wide range of topics are included among the goals of teaching Bible on the high school level. They enumerate, among them, “Biblical criticism, editing changes to the Torah as a means to understanding the text, the authors’ intentions, their world and their views” (My translation. To see a full description of the mamlakhti curriculum and its goals, see http://cms.education.gov.il/EducationCMS/Units/Tochniyot_Limudim/MikraMam/AlYessodi/).

While the mamlakhti system has no problem including Biblical Criticism in its curriculum, the mamlakhti dati system has never attempted to introduce modern literary methods into its classrooms. Until recently, the religious school Bible curriculum followed a time-honored course, whose focus was largely on covering a wide range of material with medieval commentaries (e.g. Rashi, Ramban, Ibn Ezra) and other traditional sources (e.g. Netziv, Rabbi Samson Raphael Hirsch). With a change of leadership, a new curriculum has been developed that is to be introduced in the upcoming academic year (5773).

A description of the goals of the new curriculum reads as follows (my translation):

• Interaction of students with the Word of God

• Developing a connection with the moral values ​​and behaviors required by the Torah

• Strengthening Jewish identity and strengthening students’ ties with the Land of Israel

• Imparting ways to learn Torah and to love Torah in a traditional manner

(A full description of the new curriculum, including links to support materials, appears at http://www.lilmod.cet.ac.il/).

According to a recent article that appeared in the Shabbat broadsheet Olam Katan (available online at http://www.olam-katan.co.il//all_gilyonot/359.pdf), the new curriculum was accompanied by a set of enrichment materials that were available at the abovementioned website, that have since been removed. Four different types of materials were posted:

  1. Ordinary articles on biblical themes written from a traditional perspective
  2. Articles written by Torah scholars that can be understood as relating to biblical characters in a contemptuous manner (a reference to what is called, pejoratively, Tanakh be-Govah Enayim—Tanakh at eye-level”; see below)
  3. Articles that grapple with questions raised by Biblical Criticism
  4. Articles that present Biblical Criticism as a legitimate reading of the Torah

 

As noted, these enrichment materials were posted as supplementary reading for teachers, and were not an intrinsic part of the new curriculum; they were removed after complaints were received by the Ministry of Education.

The author of the Olam Katan article, who is clearly sympathetic to the more traditional approach to teaching, presents both sides of the argument regarding the introduction of Biblical Criticismshould it be viewed as an evil that questions the very basis of the Torah and Judaism, or must it be taught, given the reality that any student who leaves the four walls of the traditional study hall will be forced to face that challenge at some point in his life. Moreover, there is the ideaone that is accepted by the adherents of the Tanakh be-Govah Enayim school generally and by the students of Rabbi Mordechai Breuer specificallythat although we may disagree with the answers given by Bible critics, their questions are legitimate ones, and we can enhance our understanding of Torah by accepting them and developing our own, traditional responses to them.

Removal of the articles that discussed Biblical Criticism notwithstanding, the heated debate regarding the new curriculum continues.

Part of this is related to the belief is that this new curriculum aims to introduce an approach to Tanakh that is based not so much on the theories of Biblical Criticism, but on modern literary methods, and specifically a method of study that has become known in Israel as Tanakh be-Govah Enayim—Tanakh at eye-level.” This method, which approaches biblical characters as extraordinary characters with human foibles, albeit from whom we can learn life lessons, has been popularized by the teachers and students at Herzog College, which is affiliated with the Hesder Yeshiva, Yeshivat Har Etzion, in Alon Shvut. It is based on a close reading of the text together with a willingness to explore possibilities that do not appear in traditional commentaries, and has been the source of tension between different factions in the National Religious camp in Israel for a number of years.

This debate promises to become more heated as the new curriculum is introduced in dati-le'umi classrooms in the coming months.

 

 

Although neither the contributors to the Lookjed discussion nor the educators who developed the new curriculum for the religious public schools in Israel were interested in developing a systematic course in Biblical Criticism for use on a high school level, it is clear that there is a wide range of attitudes with regard to the introduction of modern literary and academic techniques in the classroom. There appears to be the widespread agreementeven in the liberal campthat at least some of the theories of modern Biblical Criticism are antithetical to Jewish belief and should be taught only as one approach among many or offered so that students will be prepared for the challenges presented by those theories at some point in the future. At the same time, it is hardly surprising to discover that the more traditional schools have been reluctant to introduce modern literary methods, while less traditional schools view such methods as basic to the understanding of the biblical text in contemporary times.

In closing I would like to share the thoughts of Professor Kugel, who is well aware of the challenges that his research and writings present for many a believing Jew. In answer to a questioner who asked how a religious person can maintain his/her faith and fealty in and to a rabbinic system that is so directly based on the belief of a divinely revealed text, given the conclusions presented in Professor Kugel’s books, he responded, in part, with a parable.

 

[U]ltimately, any Jew must admit that at some point the divinely-given text leads to the human interpreter and the poseq, indeed, to this specific taqqanah and that specific gezerah shavah. And frankly, we don’t really seem to all that aware of, or even care much about, where the dividing-line falls. This is our “prepared table,” the work of many hands. If someone wants a different table, let him go ahead—but this is the Jewish table, the way Jews serve God.

As one of our sages said: to what may the matter be compared? To a man who wished to see the King. So he went to the royal palace and stood outside and waited for the King to appear. After some hours, the King did come outside, and the man was thrilled. But soon the King went back inside the palace. The man returned the next day, and the next, and sometimes he did catch a glimpse of the King, but always only for a few seconds, and then his view would be blocked by someone, or the King would step behind a pillar or get into his carriage and ride off. What had at first been thrilling now became only frustrating.

Eventually, the king’s close advisor became aware of the presence of the man standing day after day outside the palace, and he approached him and said: “I know what you want, but you are going about it the wrong way. Go up to the palace door and ask to work inside—it doesn’t matter what: janitor, guard, woodcutter or water-drawer! Then you will enter the palace by right and see the King as a matter of course; indeed, He will recognize you and perhaps even call you by name.” And so the man did, and it was just as the King’s advisor had said: he saw the King up close every day, and the King called to him by name.

This is the whole idea of Judaism. If you want to come close to God, the only way is to become His employee. Understanding that avodat Hashem is the true foundation of our halakhah may not de-fang modern biblical scholarship; a lot of what it says will always be disturbing to Jews. But I think that modern scholarship does not, because it cannot, undermine the essence of Judaism or what Jews actually do in their lives; it cannot … cause the system to collapse.

 

Jewish educators who are successful in teaching their students to aspire to serve God as enthusiastic and passionate Jews can help produce adults whose faith can remain firm even in the face of serious questions.

 

[1]  The particular discussion that was begun with my recollection of my own teaching career and a reference to an article from the Journal of Jewish Education can be accessed at http://lookstein.org/lookjed/read.php?1,19050,19050.  Dr. Tanchel’s article, entitled “A Judaism That Does Not Hide: Teaching the Documentary Hypothesis in a Pluralistic Jewish High School” is available at http://www.lookstein.org/retrieve.php?ID=3360722.  The conversation about Professor Kugel’s How to Read the Bible appears at http://lookstein.org/lookjed/read.php?1,16514,16610.

 

A Story of Ohs and Ahs

Maimonides [Yad Tefillah 8:12, 15:1], as well as several other Sephardic scholars, [declares] to be ‘illegin (=defective of speech) [those] people who cannot distinguish between the sounds of aleph and ayin or between the sounds of heh and heth. These alone they declare ‘illegin. But our Talmudic sages, when they cited these two pairs of easily confounded gutturals, were citing them merely as examples as is shown by their use of the word kegon (=such as)—a word which always implies that what has been mentioned represents a larger group.[i] Hence I am amazed at their [i.e. Maimonides and the Sephardic scholars] singling out for the epithet ‘illegin just those who fail to distinguish between aleph and ayin, etc. but forget to apply it to themselves and their countrymen who make no difference between the sounds of samekh and tsadi. Moreover, when it comes to the diacritics—which are to the letters like brains and legs [to humans]—they do not respect each diacritic’s phonetic value. Instead, kamets and patah are all one to them as are tsere and segol.… All this happened to them because they fulfilled the verse [Ps. 106:35] “They intermingled with the nations and learnt their ways.” Having resolved to aggrandize themselves above their fellows, they made every effort to gain admission into royal and princely courts. And the better to ingratiate themselves with the princes, they took up the study of these uncircumcised princes’ tongue, script, astronomy [or science], and philosophy…. Furthermore, they sought to bring their own language [Hebrew] into line with the language of the uncircumcised by retaining only those five of our vowel sounds that correspond to the latter language’s vowels while doing away with all the rest. Misguidedly the [Sephardic] multitude followed their lead until in time all but the five vowel sounds were lost to those communities. Another consequence of the philosophical studies was—for our sins—the proliferation of heretics in Israel.[ii]

 

The above diatribe leveled against what we think of as Sephardic pronunciation came from the pen of Asher Lemlein ben Meir Reutlingen. This all but forgotten visionary—a messiah to some—appeared on the scene on Izola in Istria at the beginning of the sixteenth century. Contemporaries, both Jewish and Christian, recall 1502 as the “year of penance” when masses of Jews divested themselves of their worldly possessions in preparation for what Asher Lemlein had led them to believe was their imminent redemption.

Ephraim Kupfer who published the surviving writings of Asher Reutlingen,[iii] quotes several such reports and assessments of Asher’s impact, by chroniclers both contemporary and slightly later—including Abraham Farissol (d. 1525). In his book Magen Abraham, Farissol writes:

 

In these regions of Italy, in the Venetian domains[iv] there arose a man of stature[v] from the ranks of Ashkenaz by the name of Asher Lemle.[vi] He put on airs of being a king despite his limited wisdom and deeds. Through the mediation of his disciples he misled the entire region [into believing that] the redeemer is coming. Indeed, to the multitudes he would announce that “he [the redeemer] is already here.” From his place of seclusion he let most of the Diaspora come to believe in him, his teachings, the fasts and flagellations; for they said “the redeemer is here!”—until it all ended in “emptiness and chasing the wind.” These events played out before me in the year 262 [1502] here Ferrara where I reside.[vii] [DEA1] 

 

 A generation later the historian Joseph haKohen (d. 1577) records in his ‘Emeq haBakhah:

 

In Istria, which is near Venice, there arose an Ashkenazic Jew by the name of Lemlin—a fool of a prophet a madman in spirit.[viii] Jews flocked to him saying “he is surely a prophet since God has sent him to lead His people Israel and to ingather the scattered of Judah from the four corners of the earth.” Even among the rabbis he had some followers. They called for fasting, wearing of sackcloth, and for everyone to repent of their bad ways; for they said “Our redemption is close at hand[DEA2] .”

 

The recollections of David Gans (d. 1613) are charming—if second-hand:

 

Rabbi Lemlin announced the coming of the messiah in the year 260 [1500]. Throughout the dispersions of Israel they believed his words. Even among the gentiles his fame grew and many of them also believed his words. My grandfather Seligman Gans of blessed memory smashed the oven he kept for baking massoth in his total confidence that the following Passover he would be baking massoth in the Holy Land. I myself heard from the venerable Rabbi Eliezer Trevis, head of the Francfort beth din, that it was no trifling matter[ix]—[Asher] having provided signs to prove it. He [R. Trevis] added “perhaps our sins were the cause of its failure[DEA3] .”

 

Lastly, the remarks that the Christian protagonist addresses to his Jewish counterpart in haVikuah by the famous Hebraist Sebastian Münster (d. 1552):

 

In the year 262 [1502] Jews did penance wherever they lived in all lands throughout the diaspora in expectation of messiah.[x] It continued for almost a full year; young and old, children and women. Never had such penance been done as was done in those days.[xi][DEA4] 

 

Asher Lemlein is certainly fascinating in his own right; but our present interest is his conviction that seven diacritic signs must represent an equal number of distinct vowel sounds. Fewer sounds than signs made no sense to Asher. His logic seems perfectly cogent, and was to be echoed by other worthies until the dawn of the modern age. As late as the second half of the eighteenth century, R. Jacob Emden (d. 1776) was faulting the Sephardic vowel system:

 

[W]ith regard to the pronunciation of the vowels, happy are we [Ashkenazim] and goodly is our portion unlike the Sephardim who do not distinguish between kamets and patah, thus making the holy profane[xii] .… In addition to that, they diminish the number of the vowels which were handed down to us from Sinai…. They do the same with the vowels segol and tsere, making the pronunciation of both alike.[xiii]

 

Emden’s allusion to the vowels’ Sinaitic origin is cryptic; but almost certainly harks back to a talmudic passage in Nedarim 37b.

 

What is the interpretation of the verse “They read in the scroll of (var. in)[xiv] the Torah of clearly they made its sense plain and gave instruction[xv] about what was read” [Neh 8:8]? “They read in the scroll of the Torah of God” this refers to Scripture proper; “clearly” refers to Targum [=Aramaic translation]; “they made its sense plain” refers to the division of the text into verses; “and gave instruction about what was read” refers to the cantillation—or, according to others, to the masorot. R. Isaac said: The reading of the Scribes, the embellishments of the Scribes, words read but not written or written but not read are all halakhah le-moshe mi-sinai.[xvi] Examples of “readings of the Scribes” are the two ways of pronouncing the consonantal word spelt aleph resh tsadi [=earth, land]. Also, the consonantal word spelt shin mem yod final-mem [=sky, heaven] and the word spelt mem tsadi resh final-mem [=Egypt].[xvii]

 

Although R. Isaac obviously attaches the highest importance to giving each vowel its proper phonetic value, he says nothing about seven vowel sounds—let alone any diacritical sigla. Nevertheless, both R. Emden and Asher Lemlein, the former explicitly, assume the seven diacritics along with their respective values to be ancient, if not coeval with the biblical text itself. Nor were these teachers alone in that assumption. Indeed, some Sephardim showed symptoms of an inferiority complex on account of their indifference to the kamets! For example, R. David Ibn Yahia (d. 1528) makes the following confession: “Know that we [Sephardim] have lost the proper way to read written texts…. We do not differentiate between kamets and patah nor between tsere and segol …. Undoubtedly each consonant and each vowel must have its discrete sound….”[xviii] Even today one occasionally hears the argument that neglecting to differentiate between patah and kamets or segol and tsere must surely be a deviation from what was intended by the tradition that instituted these distinct sigla. For the sake of full disclosure, I own up to my own bewilderment regarding this seeming anomaly of having two distinct “squiggles” to represent one and the same sound. When I finally mustered the courage to ask my father, he proceeded to show me a text with supralinear Babylonian vocalization. Today, he said, we know that the Babylonian system of vocalization differed radically from the Tiberian, and certainly did not assign distinct values to tsere and segol—and possibly not even to patah and kamets.[xix] However, the Tiberian system won the day and ousted the Babylonian—at any rate among scribes and writers of vocalized Hebrew. But not in the mouths of entire communities who retained their erstwhile pronunciation, either through inertia or in conscious defiance of the “officially” sanctioned system.

            My father’s answer was no more than a distillation of a century of discovery and scholarship that has identified not merely two but three historical systems of vocalization. Some of the most accessible scholarship in the field can be found in the writings of pioneers such as Benjamin Klar (d. 1948), Paul Kahle (d. 1964), Yehiel F. Gumpertz and in the ongoing research of Israel Yeivin and others. These are some of the primary scholars whose conclusions we shall now summarize, paraphrase and/or cite.

 

Benjamin Klar

 

From the very beginning of the enterprise of vocalizing the sacred texts—i.e., from the Gaonic age—there existed three distinct systems.… It is premature to say what the historical relationship between the three systems might have been. But it would not be unreasonable to conjecture that the so-called “Egyptian-Sephardic” pronunciation was the most ancient since it is attested in the transcriptions of the Septuagint as well as Josephus.[xx] If so, the Tiberian and Babylonian systems must be due to later influences. It is worth noting comparable phonetic developments in Persian where the long ‘a’ sound mutated into a Swedish ‘å’.[xxi]

 

Paul Kahle

 

When in the course of the ninth century the Masoretes of Tiberias began their work of adding a consistent punctuation to the text of the Hebrew Bible, they were convinced that it was their duty to give the text of the Bible as correct a form as possible.… They secured the abolition or adaptation of all the texts provided with a different kind of punctuation such as the Babylonian.… The text fixed by the Masoretes has been almost the only one considered in the preparation of our Hebrew grammars. Now we know this text was altered by the Masoretes. I have tried to show that the Masoretes of Tiberias introduced a number of new vowels to safeguard the newly-established pronunciation of the gutturals.[xxii]

 

Yisrael Yeivin

 

The well known report in Mahzor Vitry regarding the existence of three systems of pronunciation appears to be taken from a compilation by the twelfth century R. Jacob bar Samson. That report, found in the commentary to Pirqe Avoth, reads: ‘Therefore Tiberian punctuation differs from our punctuation, and both differ from the punctuation of the Holy Land.’[xxiii] M. Friedlander thought that ‘our punctuation’ referred to the Babylonian system. To the objection that a 12th century Frenchman was unlikely to identify his group as Babylonian, Friedlander responded that Vitry’s commentary to Pirqe Avoth was a miscellany of material borrowed from a variety of sources, including Gaonic, which the compiler incorporated as he found it. Nehemiah Aloni rejected Friedlander’s theory, preferring to understand ‘our punctuation’ as referring to the ‘expanded’ Tiberian punctuation…. If so, Vitry cannot be counted as a witness to Babylonian vocalization.[xxiv]

 

All agree, then, that the system we are most familiar with, originated in Tiberias and comprised seven diacritics. The system that developed in Babylonia probably had no more than six. A third system, often referred to as the vocalization of Erets Yisrael, seems to have had just five. Although the Tiberian system with its seven sigla ultimately prevailed, not all communities renounced their traditional way of pronouncing Hebrew. This can be demonstrated in a number of ways. For instance, a plethora of extant manuscripts can be seen to disregard the quintessentially Tiberian vowel distinctions; interchanging kamets with patah and sere with segol. Many of these old manuscripts would have shocked the messiah of Istria because they hail from the very heartlands of Ashkenaz.

Yes indeed! Careful study by scholars, notably Hanokh Yalon (d. 1970),[xxv] of early French and German manuscripts showed that their writers, too, were pronouncing kamets the same as patah. Take for example the comments of Rashi (d. 1105) to the “Earth, Heaven, Egypt” passage at Ned. 37b (cited above). Since the Talmud is typically written without matres lectionis, Rashi sets out to describe in his own words the sound of nouns such as ERETS (=earth) and their pausal modifications. “It is the “readings of the Scribes” that fixes the two ways of pronouncing the consonantal word spelt aleph resh tsadi. For there is no yod between the aleph and resh nor between resh and tsadi [to fix the pronunciation as ERETS]. Similarly for the pausal form, there is no second aleph or heh between the aleph and resh nor is there a yod between resh and tsadi [to fix the pronunciation as ARETS].” By explaining that the pausal is pronounced as if there were a mater lectionis aleph or heh between the initial consonantal aleph and the resh, Rashi reveals that the kamets was just like patah in his own system of pronunciation.[xxvi]

Another important proof is furnished by transcriptions of Hebrew in European alphabets. In 1273 R. Abraham Ibn Ezra’s astrological treatise Reshit Hokhmah was translated into French.[xxvii] Yehiel F. Gumpertz in his Mivta’e Sefatenu (Jerusalem 1953) analyzed the transliterated Hebrew words in this thirteenth-century Old French text. Gumpertz begins by telling us that the Hebrew (and Arabic) words were dictated to the scribe Obers de Mondidier by Hagin the Jew. The latter could not write French and the former knew no Hebrew (or Arabic). “The first thing to emerge [from my study of this text],” Gumpertz continues,

 

was a total and unqualified confirmation of Hanoch Yalon’s theory regarding the “Sephardic” pronunciation of the kamets by French Jews. Indeed so “Sephardi” are his transcriptions that I began to suspect Hagin to be an Iberian Jew. However, his non-Sephardic origin was soon revealed in the way he represents shevas and hatafs, no less than in his transcriptions. For instance, the Hebrew word for myrtle he gives as hedas instead of hadas. Hedas is attested exclusively in non-Sephardic MSS of the period. (Gumpertz, ibid.)

 

A third clue comes from rhymed Hebrew compositions by early French and German versifiers. Very frequently kamets and patah words are used to form the rhymes, strongly suggesting that the rhymsters treated them as homophonous.

But to gain a fuller picture of Ashkenazic pronunciation and its evolution, we turn now to—of all unlikely linguists—Max Weinreich. Weinreich’s Yiddish researches necessitated a thorough understanding of the kinds of Hebrew that fed Yiddish at its various stages. Not only did Weinreich (d. 1969) master the evidence available in his day, but he managed to present it in a manner succinct as it is orderly. Indeed, we cannot do better than quote him in extenso.  

 

Up to a hundred years ago, not only the reading of the Bible, but all of Hebrew grammar was based on the Tiberian tradition. There are statements of medieval authors that the pronunciation, along with the text of the Torah, were given on Mount Sinai. Aharon Ben Asher [early 10th century] himself maintained that punctuation derived from the men of the great assembly, namely from the beginning of the second Temple. Still others, more critical, came to the conclusion that Hebrew speakers in the period of unmediatedness needed no punctuation.… The Tiberian punctuation was created with the conscious aim of teaching correct reading at a time when Hebrew had long ceased to be an unmediated language.… Scholars can now declare with sufficient confidence that of the three attempts to elaborate a punctuation, the Tiberian attempt was the most recent. The Babylonian system apparently came into use around the year 600, the southern Palestinian[xxviii] about 700, that is some 50 years before the work of the Tiberian sages had begun….

Behind the north Palestinian punctuation there was an inventory of seven vowels whereas the southern Palestinian punctuation has an inventory of only five vowels. One fact is striking; this vowel system is similar to what was later called the Sephardic pronunciation…. From southern Palestine and Egypt it [the five vowel system] penetrated all of northern Africa and even the Iberian Peninsula. The centre of learning in Kairwan was also a point of supply of Jewishness to Italy…. From there it passed into Loter-Ashkenaz…. It was one exclusive Western sphere, from southern Palestine to the Atlantic, from the edge of the Sahara to the northernmost settlements in central Europe. The southwestern sphere retained the five-vowel reading system [while] the northwest, that is, central Europe, was pervaded by the Tiberian; through conscious efforts of the adherents of this system there grew up here what is known as the Ashkenazic pronunciation… The similarity of the pre-Ashkenazic pronunciation in Ashkenaz to the Sephardic pronunciation was not the result of the influence of Sefarad on Ashkenaz. There was no such influence, but both Sefarad and Ashkenaz drew their spiritual sustenance from one pre--European source. Sefarad clung to the old system; Ashkenaz changed its reading system radically and the break came not because the scholars of Ashkenaz created the Ashkenazic pronunciation ex nihilo… but by virtue of external prestige.

In the writings of the Rosh, born in Ashkenaz about 1250, we find the same as in the case of Rashi's grandsons: the kamets symbol was called a patah. But [soon] there begin to appear in Ashkenaz signs of the northern Palestinian system, and towards the end of the 14th century Ashkenazic Hebrew manuscripts are usually pointed according to the Tiberian style. [Nevertheless] Ashkenazic Bible manuscripts of the 13th, 14th, and a few perhaps even from the 15th centuries have also been preserved that … can be understood only in the light of the southern Palestinian reading. Some of these manuscripts have a patah instead of a kamets and a kamets instead of a patah; similarly a segol instead of a tsere …. A second group of manuscripts have only patah and segol…. Such confusion and such interchange is conceivable only in the case of punctuators whose vocalic value of patah and kamets on the one hand, and segol and tsere on the other, differs from the Ashkenazic pronunciation of today.

Since it is a matter of proving that today's reading in Ashkenaz is not the original one, the question of how far back the Ashkenazic pronunciation was demonstrably the same as it is today has to be raised. The answer is about 1500; that is, since the beginning of the middle Yiddish period the situation has been more or less the same as today. In the last quarter of the 15th century the Ashkenazic value of the kamets is confirmed by both Jewish and non—Jewish testimony.… Up to the 13th century there are no indications of “Ashkenazism”….The oldest known instance of a kamets with the value ‘o’ is in a Cologne Hebrew document dated 1266.[xxix]

 

If there has to be a moral to this story of phonetic vicissitudes, let it be this: No Jewish community need deem its own tradition for pronouncing Hebrew superior or inferior to any other phonetic tradition. Doubtless those Sephardic authors who expressed misgivings about their neglect to respect kamets or segol would have been relieved to learn that their ‘neglect” was justified all along. Nor should the antiquity of such linguistic heterogeneity surprise us when we ponder the shibboleth–sibboleth dichotomy of Jephtha’s day. “The Gileadites held the fords of the Jordan against the Ephramites. When any fugitive of Ephraim said, “Let me cross” the men of Gilead would ask him, “Are you an Ephramite?”; if he said “No” they would ask him to say “shibboleth” but he would say “sibboleth” being unable to pronounce it correctly” (Jud 12:5–6).

In his commentary to these verses, R. David Kimhi (Radak, d. 1235) actually compares the phonetic differences between Gileadite and Ephramite to a situation in Europe of his day: “Just as they would test the Ephramites with this word shibboleth, they would likewise test them with any word that had the letter shin; shibboleth serving merely as an example.… Perhaps it was the climate that influenced their discrete pronunciations in the same way that the people of sarfat [=France] are unable to make the ‘sh’ sound but rather pronounce it as a soft tav.”

 

[i] See Meg. 24b; Yer. Ber. 2:3 [4d] (although the word kegon does not appear in either source).

[ii] “The Visions of R. Asher b. R. Meir Lamlein Reutlingen” (Heb.) by Ephraim Kupfer, Kobez al Yad vol. viii (xviii) Jerusalem 1975, pp. 387–423.

[iii] “The Visions of R. Asher b. R. Meir Lamlein Reutlingen” (Heb.) by Ephraim Kupfer, Kobez al Yad vol. viii (xviii) Jerusalem 1975, pp. 387–423.

[iv] Istria belonged to the Venetian Republic from 1267 until the eighteenth century.

[v] Ish haBenayim (cf. 1Sam 17:23).

[vi] A variant of Lemlein which is, in turn, a diminutive of the German for “lamb.”

[vii] For a fuller appreciation of Farissol, see The World of a Renaissance Jew: The Life and Thought of Abraham ben Mordecai Farissol by David B. Ruderman, Cincinnati 1981.

[viii] Cf. Hos 9:7.

[ix] Heb. davar req see Dt 32:47.

[x] The original Hebrew reads “ekh mashiah yabo.” Ekh‘s basic meaning is “how.” In a non interrogatory sense it occurs in stock phrases such as “ekh habahur” (in the text of the kethubah). It must also be borne in mind that Ha-Vikuah’s Hebrew is not exactly standard. The context, however, leaves little doubt as to Münster’s (or rather his protagonist’s) intent. Lemlein is also mentioned (derisively of course) by Johannes Pfefferkorn (d. c. 1522) in his Der Juden Spiegel (see The Jewish Messiahs by Harris Lenowitz, Oxford 1998, pp. 99–101)

[xi] Basle 1529 (or 1534. Kupfer gives the date as 1534, but Ha-Vikuah’s preface is dated ‘Tishri 290’ which equals September–October 1529).

[xii] The Hebrew word adon means master, ruler or lord. With the letter yod added as suffix it could mean either “my master” or “my masters” depending on the vocalization of the nun. A hiriq under the nun indicates that the suffix is singular (adoni) as in Gen 33:8, 13; Num 11:28. But when the word is not in the singular, the Tiberian masoretes further distinguish “sacred” from “profane” by pointing the former with a kamets under the nun and the latter with a patah. Thus at Gen 15:2,8 where Abraham is addressing Hashem the nun is pointed kamets; while in Lot’s address to the angels at Gen 19:2 it is pointed patah. Now unless the reader distinguishes kamets from patah, the contrast between “sacred and profane”—as intended by the Tiberian vocalizers of the Bible—is lost. Sephardic pronunciation invites the criticism of R. Emden insofar as it ignores that contrast, thereby “making the holy profane.” R. Emden’s criticism is endorsed by R. Yitzhak Yaakov Weiss (d. 1989) in his Minhat Yitzhak 3:9 and discussed most insightfully by Dr. Isaac B. Gottlieb in “The Politics of Pronunciation” AJS Review 32:2, pp. 360–62. I herewith thank R. Alex Kaye for bringing this and related sources to my attention.

[xiii] Siddoor Beth Ya’aqob; translation based on H. J. Zimmels’ in his Ashkenazim and Sephardim London 1976, p. 86. For other renderings from Hebrew, this article employs a blend of standard and our own translations.

[xiv] The Talmud (both at Ned. 37b and at Meg. 3a) reflects a Hebrew Vorlage be-sefer torat ha-elohim whereas our biblical text reads be-sefer be-torat ha-elohim.

[xv] In late Biblical Hebrew HBN often denotes “causing others to understand.”

[xvi] Literally: “an oral law (or tradition) to Moses from Sinai.” However, the phrase’s precise connotation is disputed.

[xvii] Since the biblical books are traditionally written without diacritics, the word formed of aleph- resh- tsadi allows of various pronunciations. We depend on “tradition” to tell us that the word is ERETS—except in its pausal form which is ARETS (or ORETS).

[xviii] Leshon Limmudim 1:5, 1st edition, Constantinople 1506.

[xix] Because of the extreme scarcity of Hebrew texts with pristine Babylonian vocalization (i.e., prior to the infiltration of Tiberian norms), scholars remain divided as to whether the Babylonian diacritic called kemots puma resembled the Tiberian kamets or the “Sephardic” patah. In the Babylonian system itself there was no discrete patah; a single diacritic served as counterpart for both Tiberian patah as well as segol (see “The Kamaz in Babylonian Phonetics and in Yemen” by Hanokh Yalon, Tarbiz 33 pp.97–108, English summary p.i; also Israel Yeivin’s The Hebrew Language Tradition as Reflected in the Babylonian Vocalization [Heb.] Jerusalem 1985 vol. 1 pp. 56–57).

[xx] E.g., The patriarch is Abraham not Abrohom; the matriarch Sarah not Soroh, etc.

[xxi]le-toldot ha-mivta ha-ivri bime ha-benyim” in Mehkarim Ve-iyyunim, Tel Aviv 1954 pp. 42ff.

[xxii] The Cairo Genizah, second edition, New York 1959 pp.184–186.

[xxiii] Mahzor Vitry, S. Hurwitz edition, Nuremberg 1923 p. 462.

[xxiv] The Hebrew Language Tradition as Reflected in the Babylonian Vocalization vol. 1 pp. 29–30.

[xxv] Inyanei Lashon, Jerusalem 1942.

[xxvi] The convention of using aleph to represent an ‘o’ sound belongs exclusively to the orthography of the Yiddish language which began to be written in Hebrew letters not much earlier than the fourteenth century. Rashi’s spelling of la’az (=Old French) words knows nothing of such a convention.

[xxvii] For a modern edition see The Beginning of Wisdom edited by Raphael Levy and Francisco Cantera, Johns Hopkins Studies in Romance Literatures and Languages, Extra Volume XIV, Baltimore 1939.

[xxviii] Weinreich’s designation for what is more commonly referred to as the Erets Yisrael system. The Tiberian he sporadically calls the northern Palestinian.

[xxix] History of the Yiddish Language, translated by Shlomo Noble with the assistance of Joshua A. Fishman, Chicago 1980 pp. 359–369.


 [DEA1]What is the page ref for this quote?

 [DEA2]Need full citation

 [DEA3]Need full citation

 [DEA4]What is the full ref for this quote?