"It
is easier to build strong children than to repair broken men."
- Fredrick Douglass
How do we go about raising Jewish children in a decadent, permissive, non-Jewish culture?
This by no means an academic question. Based on the recent Pew Study on American Jewish life, we are making a hash of it: two-thirds of Jews born after 1980 see their Jewishness purely as an ethnic identity, with no moral/religious component at all.
As usual, the Torah, the Owner's Manual of Life, the official publication of the Manufacturer of Life, can help us out here. Specifically, let's look at the way that Joseph raised his kids in Egypt.
Joseph's sons, Menashe & Ephraim, were remarkable young men. R' S.R.
Hirsch suggests that, due to both good home-training and
temperament, they steered clear of the corrupting allures and
indulgences available to them as Egyptian courtesans. This personal moral accomplishment is all the more remarkable in light
of a noteworthy Onkelos which says that as Viceroy, Joseph had to teach Torah to his sons in secret. (Genesis 49:24) So in spite of having no contact with
the Israelite clan in Canaan, and in spite of the hardships of living as crypto-Jews,
they somehow figured out how to preserve the highest levels of Jewish ethical conduct in a very depraved Egyptian culture.
For Rabbi Hirsch, Menashe & Ephraim are the exemplars of Torah Im Derech
Eretz (the Ideal Synthesis of Torah and Worldliness).
Most parents would agree that setting healthy boundaries is a critical part of child rearing. This is doubly true for Jewish parents who have to establish special food boundaries (no McDonalds) and special time boundaries (no Saturday morning cartoons) in a meaningful context to their kids. How did Joseph (and Mrs. Joseph) do it?
Before we answer that question, I'd like to briefly outline two of the dominant teaching modalities that I have observed in Jewish education; as we shall see, each suggests
themselves from Joseph's formative experiences in Egypt.
The Issur
of Chov
One way to teach Jewish boundaries is to simply impose them on the child; I call this the "Issur of Chov". The Issur
of Chov is an issur of absolutism. It is imposed by a force extrinsic to self,
and brooks no challenge to its authority. The Issur of Chov focuses primarily
on compliance and conformity. Precisely because obligation is imposed from without,
it emphasizes the externalities of keeping the mitzvot: very narrow definitions of appropriate dress, proper neighborhoods in which to live, proper friendships and associations, things that are very public and very measurable. It focuses on phenotype,
(defined in this context as) the outward manifestation of religiosity, the
religious act. Because Chov cannot reach the life of the mind, it de-emphasizes
it. This is the mindset that advocates "Mitzvah Ainah Tzrichah Kavanah," that intentionality is not necessary to do a mitzvah.(Tractate Brachot 13a)
Indeed,
the Issur of Chov vigorously discourages independent thought or the development
of critical thinking skills as dangerous to Pure Faith. Children raised in the
context of Chov are reprimanded for rebelliousness and heretical thinking if they
ask questions on the fundamentals of faith. The Issur of Chov has little use for
the native, wondrous spirit of intellectual inquiry which resides in the heart
of every child. That spirit is systematically stifled and suffocated, and a
blind obedience to the Halacha and authority is grafted into its place.
Obedience, not insight, is the overarching educational objective. Kabalat Ol
Malchut Shamayim is in the model of Har K'Gigit, meaning that the Jewish People were in a certain sense coerced to accept the Sinaitic Covenant (Tractate Shabbat
88a).
Broadly
speaking, Chov demands the abnegation of self and the subordination of free will, and imposes a level of conformity in personal behavior that is
necessarily intrusive and dehumanizing. Chov develops for itself a society
which is definitionally insular, condescending, xenophobic and exclusionary. This evolves
because a religiosity that is fundamentally extrinsic to self demands
validation from without. Peer approval is more important than the personal introspection and self-improvement, the cheshbon
hanefesh. Thus Chov requires ever expanding levels of restrictions to both
insulate it's adherents and protect the "purity" of it's Torah from dangerous foreign ideas. In defiance of the halachah, new restrictions are piled on old restrictions, and machmirut (legal strictness) is the argot of Chov. It's worldview is self-referential, having no need to reality-test it's axioms. It is
primarily the Torah of Yirah, Fear of Gcd.
The Issur
of Reshut
The better, harder way I term the Issur of Reshut, i.e., of opting in to the Jewish belief system. The Issur
of Reshut is expansive and liberating, not constraining. It begins from the
place of unencumbered free will, recognizing that there is no authentic
religious impulse in its absence. It
seeks to cultivate a love of Torah and Mitzvot that is intrinsic to self.
Accordingly, intellectual inquiry is protected and cultivated; indeed, children
are encouraged to ask their most deeply-held questions, most especially
questions on the fundamentals of faith, the Yesodei HaDat. The Issur of Reshut focuses on genotype, on
the development of inner character [middot tovot] and critical thinking
skills. Outward manifestations of religiosity are less emphasized; when
"organic" middot are in place, we find the chizoniut/externality takes care
of itself. This is the mindset that advocates "Mitzvah Tzrichah Kavanah," that intentionality is necessary to do a mitzvah.
The Issur
of Reshut provides a framework to develop in children the intellectual
faculties to make wise and responsible choices, and provides contextual tools to help make
sense of the confusing world in which we live. Reshut allows for a broader
understanding of issur baTorah/Torah-based boundaries: namely, that Hashem, the Author of Life, has
given us the Torah, the "handbook" for the conduct of our lives. Our daily prayers teach that every choice, no matter how seemingly insignificant,
has profound moral consequences. The
result of good decision-making is the life they experience in their home: a
life of blessing/bracha, of inner peace/shalvat nefesh, of love of Torah/ahavat Torah, and of domestic tranquility/shalom
bayit. The consequences of non-compliance are exactly the opposite. Kabalat
Ol Malchut Shamayim is on the model of "Kimu v'Kiblu," meaning that the Jewish People opted-in to the Sinaitic Covenant. (Esther 9:27)
The Issur
of Reshut remembers that the Talmudic Sages were lenient whenever possible, and strict only when necessary. So rather than
insulate children from the greater world which we all inhabit, the Issur of Reshut
encourages young Jewish men and women to venture into the world and reality-test their beliefs; to observe for
themselves the poverty of spirit in to be found in a life without the blessings of mitzvah observance/Shmirat
HaMitzvot.
The Issur
of Reshut emphasizes that ultimately, free will is the domain
reserved exclusively for the individual, who must also bear the full consequences of his
choices. It is primarily the Torah of Ahavah, of love of Gcd.
Yosef
B'Veit HaSohar
We see
hints to these two divergent approaches in Joseph's experiences in
Egypt.
The physical imprisonment that Joseph experienced in the in prison is analogous to the spiritual imprisonment created by the Issur of Chov. (Genesis 39:20 ff) As a prisoner, Joseph is deprived of personal
autonomy and stripped of his essential humanity, i.e., the ability to exercise
his free will. He must conform to norms of behavior extrinsic to himself.
Reward and punishment are meted out on the basis of compliance, conformity and
obedience. This is the Joseph that bitterly screams the plaintive cry of a victim, "I've been done wrong! I'm innocent I tell ya!" (Genesis 40:15) He is the quintessential "Man of Fate" as described by R' Y. B. Soloveitchik: a pawn
of grand cosmic forces that he cannot possibly hope to fathom; a mere object in a
cruel and uncaring world over which he has no control.
Yosef
B'Veit Potiphar
Joseph's earlier experiences in Potiphar's household correspond to the Issur of
Reshut. As major domo of Potiphar's
household, he possesses exceptionally far-reaching powers in the conduct of his
world. He comes and goes as he pleases; he is rewarded for the application of
his intrinsic strengths to the management of Potiphar's affairs: integrity,
efficiency and innovative thinking. He has a framework, his Torah worldview, to understand the flawed and debased world in which he lives, and
how his value system distinguishes him from others. This is the Joseph that has
the moral stamina to resist the irresistible seductions of Potiphar's wife. In Potiphar's house he evinces R' Soloveitchik's "Man of Destiny," a person
able to (at least in some measure) be the subject of his world, to mold it and
leave his mark upon it.
Joseph suddenly finds himself out of jail and thrust into the position of Viceroy, the
second most powerful man in the world. Every choice he can imagine is now laid
before him. He also intuits that no matter how successful he is in his new
role, he will forever be the Ivri, the Other, in the eyes of the cognoscenti of
Pharaoh's court. He cannot assimilate and escape his Jewishness; he knows that neither he nor
his children nor his children's children will ever be "real" Egyptians. Joseph makes peace with
that reality. He must therefore find a modus vivendi to effectively synchronize
the two worlds he cohabits. Moreover, as his sons mature, he must teach them
this critical survival skill. Will he be the rigid didact, insulating them
against their environment, or will he teach them his more nuanced shita/approach,
contextualizing Egyptian society and defining their role in it, as he did in Potiphar's house?
Joseph chooses the path of
Reshut. Rashi says that Yosef's
counselor in international affairs and multilingual interpreter was none other
than Menashe his elder son; thus demonstrating that they were fully engaged in
the greater world they inhabited. (Genesis 42:24)
Contrasting
Educational Approaches
In our
day, each approach has adherents across the spectrum of the Torah world. Further, each is possessed of certain well-defined risks and
benefits, advantages and disadvantages.
Issur of
Chov has, as it's primary advantage, easily defined metrics for success. Based
as it is on external behaviors, parents and educators in the Chov-based
environment can easily measure compliance or non-compliance.
But the
disadvantages are profound: the sub-text Chov conveys to the child is
threefold: (1) Torah Chalasha Hee - Torah is very fragile and can only
survive in the rarified atmosphere of the enclave; accordingly, it has no place
in the Greater World. (2) You yourself are fragile; your teachers and
parents don't invest enough trust in you to make life choices responsibly. (3)
Your faith is fragile; basic questions of faith are forbidden because
ultimately there are no answers.
The Jewish
world is reeling over the epidemic of Yeshivah-educated teenagers openly
rebelling in Shmirat HaMitzvot. When Judaism is a spiritual prison/hesger nefesh
for our children; when issur is chal al issur; when Halachah is
viewed as an obstacle to self-expression and self-fulfillment; can we expect
otherwise? The surest way to get a teenager to do something is to forbid it.
As
mentioned earlier, the Chov-based educational model tends, over time, to
self-organize into exclusionary enclaves. Homogeneous communities present the
chimera of unity; a feeling of inoculation and imperviousness against the
shifting morays and other vagaries and excesses of Modernity; and a sense of
continuity across the span of generations.
Many people willingly opt-in to Chov-based societies, deriving much
succor and security in the certitudes of Chov. For such people, the surrender
of some of their personal autonomy to the commune is a reasonable price to
pay for inclusion. Conformity thus replaces scholarship as the sine qua non of
Jewish life.
We now
read of Rashei Yeshivot (heads of school) who for years, decades, ignored pedophilia and other abominations in their yeshivot by individuals who lived in the right neighborhoods and wore the right clothes; of rabbanim who provided "counseling" to teenage
girls and destroyed the kedushat habayit of untold future Jewish
homes; of their active and purposeful obstruction of justice; of an epidemic of
domestic violence, marital rape, alcoholism and financial wrongdoings
previously unheard-of among Jews; and many other corruptions. We
watch in revulsion as Va'adei Tzniut/Modesty Committees enforce the Issurim of Chov,
punishing even the slightest deviation from the social "norm" with
verbal abuse and broken bones. The Issur
of Chov creates a societal exoskeleton of pseudo-Halachah which produces these
ineluctable results.
What of the other approach? Guiding our children on the path of the
Issur of Reshut also has inherent risks and disadvantages. One disadvantage
(such as it is) of the Issur of Reshut is that it requires a lot more work to
raise children. We must be prepared to answer hard questions from our
kids. We must address the "whys?" not only the "hows?" We must do a lot of listening. The biblical obligation to educate our children in Torah cannot - must not - be completely delegated to others; we must be
continuously engaged in the ethical development of our children. That which we
demand of them, they must see practiced in our lives: intellectual and
moral integrity, consistency, balance, joie de vivre, passion for Tefillah/prayer,
ahavat Torah, compassion to all of Gcd's creatures, a burning desire to
do the Ratzon/Will of Hashem, and shalvat nefesh/inner peace. Like Joseph,
we must make peace with being "Ivrim," living as strangers in a strange land; after all, we are History's consummate
non-conformists.
The
sub-text Reshut conveys is also threefold: (1) Torah Chazaka Hee - Torah
was intended to be lived in the world - "Lo Bashamayim Hee"
(Deuteronomy 30:11 ff.); it is strong,
indestructible - Torah ainah mikabelet tumah; and as such it is our
guidebook for successful living in the Greater World. (2) You are strong;
your teachers and parents trust in you to make life choices responsibly. (3)
Your faith is strong; answers to every question of faith can be found in
the Torah. No subject is ever off-limits.
The major
risk of teaching the Issur of Reshut is a terrifying one: that in the end,
there are no guarantees that our children will choose our path, the path of their forbears, the path of Abraham, Isaac and Jacob. Kids must be allowed to make mistakes. Our children may (and probably will) make the wrong
choices at times; a few will make consistently bad choices and will have to
deal with the painful consequences that attend to them. But ultimately, we
cannot deny our children their free will; it is granted by
Hashem, not by parents, Rabbanim, or society. Our job as parents is to guide
them towards utilizing their free will, the power to literally
create and destroy worlds, beneficently, as moral agents in the service of
their Maker.
By
teaching a Torah that preserves their intellectual integrity; by teaching a halachah that isn't an impediment to personal growth and development but rather
facilitates it; by cultivating a mindset of R' Soloveitchik's "Man of
Destiny," we walk the path of Yosef HaTzaddik. Like
Menashe and Efraim, the Issur of Reshut cultivates the strong moral agency we
desire in our kids and the future leaders of the Jewish People.
Shabbat Shalom.