If our students or
children have questions about Judaism, we are blessed. It means they
are engaged and care about their religion. It's not enough to hear
their questions. We need to understand
what they are asking.
Much
ink has been spilled writing about the four sons in the haggadah. I
would like to focus on the question of the חכם,
and
see what we can learn from it as teachers and parents. (The idea is
based on the Ramban Al HaTorah).
The
most obvious point is that we contrast the רשע
with
the חכם,
not with the צדיק.
It is important to note that child is intelligent, which is not the
same thing as being righteous. We confuse the two at our own peril.
Understanding the one who is asking is very important if we wish to
understand what is being asked.
The
חכם
asks
"מָה
הָעֵדֹת וְהַחֻקִּים וְהַמִּשְׁפָּטִים
אֲשֶׁר צִוָּה יְהוָֹה אֱלֹהֵינוּ אֶתְכֶם"
Although his intelligence can be seen from the complexity of his
question, he is not asking you to explain what the terms עֵדֹתחֻקִּים
מִּשְׁפָּטִים mean.
The key word in the question is אֶתְכֶם.
He is asking what these laws mean to you.
This son observes his parents as שומרי
תורה ומצות and
he himself is observant as well. He wants to know if it's worth it.
He sees some friends and family members growing in observance, while
others seem to be casting off a life of Torah and mitzvot. He sees
his parents sacricing some luxuries to observe a Torah lifestyle. He
wants them to explain why they are willing to do this. What does this
mean to you? Is your halachic lifestyle meaningful? Is it real or
merely a sociolological phenomena? Do you learn Daf Yomi because
learning speaks to you, or is it mostly about doing what others do?
I
have written before about some of the weaknesses of the Charedi
educational system. One of its strengths, perhaps its biggest
strength, is the ability to give over the emotional geshmak
of
Judaism. Through stories, songs, plays and pictures, a child in a
charedi school is given an attachment to his yiddishkeit which goes
way beyond the intellect. For those for whom the system works, there
is a buy-in during their youth that lasts a lifetime. Even for those
who don't, they rarely seem indifferent to the yiddishkeit with which
they have been raised. Better a child who is angry at her religion,
than one who is indifferent to it.
By
contrast, most of the Torah education in Modern Orthodox schools
seems to focus on the intellect. Make no mistake. I am not advocating
against the importance of skills, yediot and deeper understanding. I
am suggesting that those alone are not enough to make it likely that
our students and children will wish to continue our lifestyle. The
חכם
already
knows what the words עֵדֹת חֻקִּים
מִּשְׁפָּטִים mean
and can give an example of each. He wants to know why he should care.
She wants to understand what these ancient laws have to say to her in
a modern world that increasingly does not see the value in a
religious lifestyle.
It
is not enough for us to show our children that we are makpid to
daven, be koveiah itim L'Torah, and carefully observe Shabbos. We
need to show why. Not only with words, although it can not be denied
that that has some importance as well. Our children our watching the
quality of our davening. Is it real, or is lip service? They see us
learn, but seek to understand whether the Torah we learn speaks to
us. Do we mean it when we sayכי
הם חיינו ואורך ימינו?
Is our Shabbos merely one of dry and punctilious observance of
halacha, or does it nourish our soul? Do we sing zemiros to be
yotzeh, or do we seem to be transformed through the words and melody?
Our children are wise. Wise enough to know the real thing when they
see it, and wise enough to recognize someone going through the
motions. Which one they see in our homes and classes is entirely up
to us.
i dont get what you are saying about mo vs. rw. the mo schools sing all the songs and tell all the stories, etc. as the rw schools.
ReplyDeleteand are you saying that the mo schools products have better skills than the rw graduates?
I am suggesting that the chardei schools do a better job with the emotional component. In some cases, MO schools do a good job teaching skills.
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