October 19, 2006
American Jews are learned in everything—except Jewish texts
The American Jewish community is one of the most learned and sophisticated communities in Jewish history - in everything except Jewish texts. As Jews, we are illiterate. |
This phenomenon has its roots in our history over the last 150 years. During that time, the Jewish people underwent five events, each one of which can be counted as a major upheaval. These are the emergence of the Jews from the ghetto into the modern world, the mass movement of Jews from Europe to the United States, the systematic suppression of religion in the Soviet Union, the Holocaust and the establishment of the State of Israel.
These events went far in determining the nature of the Jewish world today and led to the fact that in the United States, we remain comfortable and sophisticated in the Western world and immature in our Jewish knowledge. The Jewish educational establishment has tried to remedy this problem and, to some extent, has succeeded. The number of day schools certainly has grown. Still, as a community, we remain undertaught and illiterate.
Consequently, when youngsters go off to a university armed with the Jewish education they received in religious schools, or even many of our day schools, they are unable, by and large, to integrate their Jewish knowledge into their much more sophisticated secular knowledge. Even more so, they are unable to have them in equal dialogue with one another.
The basis of good education does not rest on supplying you with facts but on teaching you how to read. In a university, you do not learn science as much as how to function within science or how to read literature or how to write poetry or solve a mathematical problem.
In Jewish texts, by those criteria, we are illiterate. We do not learn how to read Bible but only learn the stories in the Bible. Rabbinic texts that are central in classical Jewish literature remain foreign to most of us. We celebrate holidays, but know nothing of the theology behind them. We pray, sometimes, but know nothing about the theology of the prayer book. Jewish survival relies on loyalty and nostalgia and not on meaning and value.
How can we proceed? I think the first step is an acknowledged awareness of the problem. The American Jewish community does not have literacy as a central focal point. It is spoken about, but the hard truth is not really expressed. I will give a number of examples.
Many years ago, I spoke at an Orthodox congregation on the West Coast. Most of the 200 people there were elderly, and many of them were European-born. I asked them how many of them read Hebrew fluently, and almost all of them raised their hands. I then asked how many understand what they are reading, and almost none raised their hands. No other group of people would say that they read a language fluently without understanding a word of what they read. Yet this phenomenon continues. We train people to "read the Torah" but not always to understand what they are reading. We train people to "lead" the services but not really to understand the services.
We have Jewish leaders who speak about the importance of Jewish education, but who themselves are not educated or on the path to being educated. We have teachers who are underqualified.
Our expectations are low. If children enjoy going to religious school, that is enough, even though they are learning nothing. We would never tolerate those same criteria for our secular education. Imagine a high school student who loves going to school but cannot read basic texts.
The Coalition for the Advancement of Jewish Education (CAJE) is one of the educational organizations that is trying to change this. Their recent conference at Duke University was dedicated to the theme of "Jewish Literacy." This is the necessary beginning.
CAJE must define the question and press the individual schools and teachers to address the problem. At the same time, it must provide them with programs that will bring literacy to their teaching staff.
How can this be done? First, we have to set our goals higher. Teachers must know how to read the text. For example, the Bible has its own style, as do rabbinic and medieval texts. These styles must be taught and mastered. We should be cautious about separating between biblical story and midrash or rabbinical explanation.
We must also understand that the rabbis wrote in a very particular nonlinear style. Information was not given from beginning to end; their style was coded. The prayer book, which they composed, is a master composition, but in order to understand it, you have to know how biblical sections are chosen and put in different contexts and how the rabbis established specific forms of prayer.
The Jewish calendar is a complex theological statement and should be taught as such. Unlike the secular American calendar, all of the holidays are connected one to another.
All of this must be taught in connection to the other, secular education that these students are receiving. They should know the tremendous impact of the Bible on Western civilization and how the concept of history comes from it. They should understand Jewish theology in its many facets.
The impact of science and technology should be taught, along with their limitations. Jewish concepts of death, soul, responsibility and government should be studied.
Most important, by the time they finish high school, they should be able to examine concepts of knowledge and truth, beginning with the story of the Garden of Eden and working through modern theories of logical positivism, existentialism, chaos and theories of complexity. Why not?
I was once speaking to a principal of a community Jewish high school. He said that attracting students was very competitive. He had to assure the parents that their child would get a secular education that would enable them to get into Harvard, Yale or Princeton and, at the same time, would get a Jewish education. I said to him, "Why not tell them that here your child will master two alternative systems of truth, Jewish and Greek, upon which Western civilization was built. They will master both Aristotelian linear knowledge and rabbinic nonlinear knowledge and be all the wiser for it.''
It is not only possible to do both, but for Jews living in the modern world, it is necessary to do both. They will become literate Jews.
Yosef Leibowitz, director and founder of the Yad Yaakov Fund, received ordination from Yeshiva University and a doctorate from UC Berkeley. He served as a rabbi in Berkeley before moving to Israel. Leibowitz was the keynote speaker on the subject of Jewish texts at the recent CAJE conference focusing on Jewish literacy.