Author Archives: Geoff Mitelman

Geoff Mitelman

About Geoff Mitelman

Rabbi Geoffrey A. Mitelman is the Founding Director of Sinai and Synapses, an organization that bridges the scientific and religious worlds, and is being incubated at Clal - The National Jewish Center for Learning and Leadership. He was ordained by the Hebrew Union College-Jewish Institute of Religion, where he received the Cora Kahn Prize from the Cincinnati faculty for the most outstanding sermon delivery and oratory. An alumnus of Princeton University, he received multiple prizes for outstanding scholarship in Biblical and Judaic studies. In addition to My Jewish Learning, his writings about the intersection of religion and science have appeared on the homepages of several sites, including The Huffington Post, Science and Religion Today, and WordPress.com. He was interviewed by BBC Radio’s World Have Your Say about the religious implications of the Higgs Boson, and is also on the planning committee for the new URJ 6 Points Science Academy. For seven years, he served as Assistant and then Associate Rabbi of Temple Beth El of Northern Westchester. He lives in Westchester with his wife Heather Stoltz, a fiber artist, and their daughter Caroline.

Give Your Brain a Rest

Generally, our minds have no problem with coming up with lots of ideas — it’s fairly easy for us to think about creating something new. And with perseverance, we can often turn our ideas into reality.

But too frequently, we don’t recognize which ideas should have just stayed in our minds until we’ve already expended our time, our energy and our resources — just think about New Coke, Qwikster or M. Night Shyamalan.

So is there way for us to better determine which ideas are worth pursuing in the first place, and which are not?

It turns out that there is. While hard work is the way ideas get actualized, rest is an effective way for us to evaluate our ideas.

In a recent article for Wired, Jonah Lehrer describes an experiment which shows the value of a mental break. In this study, 112 students were given two minutes to create as many solutions as possible to the problem of how to improve the experience of waiting on line for the cash register. Half the group was then told to go straight to work with no break, while the other half played a unrelated video game for two minutes, giving their brains a short respite.

While both groups came up with the same number of ideas, there was a huge difference in terms of how well they recognized good ideas. As Lehrer explains:

[G]iving the unconscious a few minutes…proved to be a big advantage, as those who had been distracted were much better at identifying their best ideas. (An independent panel of experts scored all of the ideas.) While those in the conscious condition only picked their most innovative concepts about 20 percent of the time — they confused their genius with their mediocrity — those who had been distracted located their best ideas about 55 percent of the time. In other words, they were twice as good at figuring out which concepts deserved more attention.

And yet it’s not simply taking a break that helps us evaluate our ideas — it’s also about using that rest to engender positive feelings. As Lehrer tells us, “Taking a break is important. But make sure you do something that makes you happy, as positive moods make us even better at diagnosing the value of our creative work.”

So rest and joy are two things that can help us assess our ideas before we try to transform them into reality. And those two aspects are what define one of Judaism’s signature contributions to the world — Shabbat.

Judaism recognizes that unbridled creativity isn’t all that constructive. And so Jewish tradition has even set up guidelines to help us deliberately stop creating. According to the Mishnah, there are thirty-nine specific activities that are prohibited on Shabbat, which include lighting fires, writing, and cooking. The common theme among those thirty-nine items (called melakhot) is that they were the specific actions that the Israelites undertook when the were building the mishkan, the dwelling-place for God.

So even though building the mishkan was sacred work, the Torah reminds us that even sacred work needs to stop for one day a week. And to the Rabbis, that meant that no matter how important our work may be, on Shabbat, anything we want to make, anything we want to do, anything we want to design — it has to wait.

And yet taking a break is only part of Shabbat. While we are supposed to be intentionally non-creative on that day, the Rabbis also outline certain things we should do to help make Shabbat a day of joy and peace. Not only are we supposed to shamor, “guard” Shabbat by avoiding certain tasks, we are also supposed to zachor, “remember” Shabbat by elevating our sense of holiness and delight.

So on Shabbat, we’re supposed to have a festive meal, with special food and a celebratory atmosphere. We’re supposed to be with friends and family — and to truly be with them. We’re supposed to read, to reflect, and to rediscover the blessings in our lives.

Ultimately, Shabbat is there to remind us that it’s far too easy for us to fall into the trap of constant business and constant busyness. And as Lehrer argues, constant creativity prevents us from distinguishing mediocrity from excellence.

So if we want to invest our precious resources in developing only our best ideas, then we need to structure our time so that we have an opportunity to stop creating, and give our brains a rest.

(This post also appeared on Sinai and Synapses.)

Posted on January 26, 2012

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Getting Our B’nei Mitzvah to Understand (and Love) Torah Study

Helping 13-year-olds understand a 3,000-year-old text is challenging, to say the least.

After all, trying to glean lessons from the Torah for 21st-century America is hard enough, even if you have some background in text study. So when you have only 13 years of life experience, go to religious school for only two hours twice per week, and are still learning the skills you need to write and speak effectively, it’s even harder.

Yet as our kids become b’nei mitzvah and create their d’var torah – the teaching they deliver about the weekly Torah portion on that Shabbat morning — we often miss a great opportunity. Not only can we help them understand the content of that particular Torah portion, we can also help them appreciate the process by which we can engage with serious Torah study.

In other words, we have a golden opportunity to use the “what” as a vehicle to develop excitement around the “how.”

Formulating Good Questions

At Temple Beth El, we wanted to help our students truly embrace the process of Torah study. So to prepare our b’nei mitzvah, we decided to experiment with the “Question Formulation Technique” (QFT), designed by Dan Rothstein and Luz Santana and outlined in their outstanding book Make Just One Change.

The purpose of the QFT is to shift how learning occurs: rather than having students respond to questions proposed by the teacher, the students themselves develop the questions that most effectively direct their own learning. After all, if the students are the ones posing the questions, then they will naturally develop a deeper level of ownership over their own learning.

The rules are simple — the teacher begins with a prompt that can lead to multiple lines of inquiry. For example, the teacher might write on the board something like, “Religion does more good than harm,” or “A synagogue should be a sacred and spiritual community.”

Then, in small groups, learners need to come up with as many questions about that prompt as they can. Their instructions are:

• Ask as many questions as you can.
• Do not stop to discuss, judge, or answer the questions.
• Write down every question exactly as it is stated.
• Change any statement into a question.

After creating their long list of questions, the learners then focus on the handful that speak to them the most — and so that’s the direction where the research, the discussion or the conversation goes. And so since the learners create their questions, and the learners then choose the ones that excite them the most, the paradigm shifts radically: instead of the teacher imparting information from the top down, the students are creating their learning from the bottom up.

Sacred Questions about Sacred Texts

In Judaism, questioning has always been a sacred activity. Throughout Jewish history, when we study Torah, we are asking questions like, “What might this verse mean? How can we read it in a new way? What other allusions does it have?” So applying the QFT was a natural way to help our b’nei mitzvah develop their d’var torah.

As part of our family education program, eight families came together about four months before their children become b’nei mitzvah. And we began by having them write a collective d’var torah, in order to help them understand the process. We focused on a passage from Deuteronomy 8: “You may say to yourself, ‘My power and the strength of my hands have produced this wealth for me.’ But remember Adonai your God, for it is God who gives you the ability to produce wealth…” (v. 17-18).

First, we unpacked what this meant — that we are not the sole producers of our success, but that we need to have a level of humility and gratitude if we have been blessed with wealth. The text doesn’t say, “wealth is bad,” but rather, “if you are wealthy, make sure you remember the true source of that wealth.”

I then wrote up four words on the board: “Gratitude for material things.” And then I told them to write down as many questions as they could about that idea, that they weren’t allowed to answer or discuss the questions, to write down every question exactly as it was stated, and to change any statement into a question. And then I simply walked around eavesdropping on the conversations.

Almost instantly, the families created a flood of questions. In less than five minutes, they had come up with over twenty different questions: “What’s the difference between what we want and what we need?” “How do we show gratitude?” “If we show gratitude, does it have to be towards God?” “What’s the difference between material and non-material things?” “What happens if you don’t show gratitude?” “If you lost all your material things, would you still show gratitude?”

The energy was palpable, as everyone was considering what it really meant to “show gratitude for material things.” After a short discussion, we decided to go in depth about how gratitude acts as a check on entitlement — an issue that is as relevant today as it was 3,000 years ago. We studied commentary, explored interpretations and shared our own opinions. And most crucially, the students now had a process to apply to the study of Torah, discovering ways to find meaning from the text.

So now, it was time to have them use this process on their own Torah portion.

They began by focusing on their specific verses that they would be reading, and came up with an eight-word description of the verses’ gist — “the special clothes Aaron wore,” “the detailed instructions for building the tabernacle,” “the laws of keeping kosher.” As two to three families joined together as a small group, each student’s summary acted as a prompt for creating a list of questions. After hearing and creating many, many possible questions, the bar or bat mitzvah student then chose the one question they would be most excited to research.

We then placed copies of Torah commentaries (The Torah: A Modern Commentary and The Torah: A Women’s Commentary) for all the families and said, “Take a look — see if you can find responses to your questions. What have other scholars had to say about what you’re wondering about?” For the next thirty minutes, families were poring over texts, excitedly yelling, “Oh! I found something!”, and began crafting their own thoughts. They proudly shared with me their ideas, and were so excited about what they themselves had created.

It was simply remarkable. Afterwards, the parents and the students shared how much they loved learning as a family, how much they enjoyed researching commentary on the Torah portion, and how smart and successful they felt as they drew lessons from the Torah. Not only did the quality of the divrei torah improve dramatically, but the students had clearly gained a new set of skills they could apply to study a whole range of texts, and perhaps most importantly, truly owned their learning process.

Building Skills for Life-Long Learning

Too often, preparing students to become bar or bat mitzvah feels like “studying for the test.” And as anyone who has ever “studied for the test” knows, the day after the test, all the information goes in one ear and out the other.

Instead, becoming bar or bat mitzvah should truly be about making a transition — namely, from being a child in the Jewish community to becoming an adult. And so as our 13-year-olds grow and develop, and as we celebrate their entrance into the Jewish community, we have an opportunity and a responsibility to teach them skills for life-long learning.

What are those skills? To be able to connect the present to the past and to the future. To be able to add their voice to a Jewish conversation that is 3,000 years old. And most of all, to be able to formulate good questions, since after all, what we learn is simply defined by the questions we ask.

So let’s help our students learn how to ask good ones.

(This post also appeared on Sinai and Synapses.)

Posted on December 29, 2011

Note: The opinions expressed here are the personal views of the author. All comments on MyJewishLearning are moderated. Any comment that is offensive or inappropriate will be removed. Privacy Policy

How Transparent Should We Be?

Why Do Infomericals Work?

If you ever watch infomercials, you know that what they really sell isn’t just an amazing product — it’s the fact that you get to see how the product works. And in his article “The Pitchman,” Malcolm Gladwell introduces us to Ron Popeil, the maker of some of the most effective infomercials ever. What Popeil discovered was that infomercials really sell transparency — a sense of confidence and knowledge in our ability that leads us to say, “I can do this!”

Think about a VCR. Is there anything more frustrating than seeing that blinking “12:00″? What frustrates us isn’t the VCR itself — it’s that it feels totally and utterly impossible to penetrate. And as Gladwell says, if Popeil had been the person who had invented the VCR, and presented it like his other products, the tape wouldn’t be inserted behind a hidden door — it would be out in plain sight, so that if it was recording, you could see the spools turn. The controls wouldn’t be discreet buttons; they would make a reassuring click as they were pushed up and down, and each step of the taping process would be identified with a big, obvious numeral so that you could set it and forget it. (Gladwell, What the Dog Saw, 24)

What Popeil realized was that we want to know more than just the “what”– we’re also very focused on the “how”. We like feeling that we’ve learned some arcane knowledge (“oh, so THAT’S how that works!”), and since knowledge is often power, if we get to see how something works, we feel more equal to those who already had the knowledge — everyone now knows how this product works; not just the creators.

Are There Times We Shouldn’t Be Transparent?

But are there times when it’s better not to know how something works? Are there times when we should protect our knowledge and not share it with others?

There’s a Jewish source that explores these questions — Numbers, Chapter 18. When the Israelites were wandering through the desert, they always carried with them the “Tent of Meeting,” the place where God dwelt. For most of their wanderings, any Israelite could go into the Tent at any time. But in Numbers 18, God creates a “hierarchy of holiness,” preventing everyone except the priests and Levites from entering the Tent, and putting the vast majority of the Israelites out of the loop if they wanted to see what the priests and Levites were doing:

Let no unauthorized person [enter the Tent]…Any unauthorized person who enters the Tent shall die…[and] the [other] Israelites shall no longer come forward to the Tent of Meeting. (Numbers 18:4,7,22)

Clearly, God wanted to keep most of the Israelites out. God doesn’t seem to think that transparency is a value in and of itself. So the question becomes: when is it important to be fully transparent, and when is it important to keep our knowledge protected?

This is a huge question for us today. We love sharing what we’re doing through Twitter and Facebook, but if we share too much, we become vulnerable to problems like identity theft. We are constantly in a struggle between sharing knowledge and protecting it.

When Do We Open Up Our Knowledge Base?

Ron Popeil realized that selling transparency was more profitable than selling products. At some point, we have to decide when our secret knowledge needs to become open to all.

During the time the First Temple stood, only the priests themselves — a very small group — had access to the knowledge about how they should perform their duties. They kept their knowledge private. But a few centuries later, the specific details of the priestly duties were written down and later became the book of Leviticus — a text any of us can study today, allowing anyone at all to study in detail how the priests did their job. So what began as protected knowledge has become totally open to anyone who picks up a Bible today.

So here’s the question: what are the implications when protected knowledge — whether it’s how a particular product works or the specifics of what the priests were doing — becomes open to all? And how do we determine if certain kinds of knowledge should be easily accessible or hard to come by?

Posted on December 15, 2011

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Is “Justice” a Process or a Result?

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The Problem of Homelessness

When we think of societal problems, we often think in the abstract. Take the question of “homelessness.” Hopefully, there is some part of us that wants to fight homelessness, create affordable homes, and get people off the streets. And yet if you live in a city (I live in Manhattan), “homelessness” isn’t an abstract problem – it’s the guy lying in Central Park, or sleeping on the sidewalk, or holding a sign in the subway saying, “Please help.”

I certainly experience a variety of feelings when I see homeless people. Part of me wants to help everyone I see. Part of me doesn’t want to give because that money may be helping feed an addiction. Part of me wants to support organizations that address homelessness more effectively than a direct donation would. Part of me doesn’t want to give too much because I have limited resources, and want to support many different causes. Part of me wants to at least make eye contact with a homeless person to acknowledge that he or she is a human being. Part of me is nervous about making eye contact because I just don’t know about that person’s emotional stability.

What makes homelessness even more complicated is that no one really understands the root causes. How and why do people end up on the street? That leads to an even bigger question – do we want to understand homelessness, or do we want to solve it?

How Much Does Homelessness Cost?

In Malcolm Gladwell’s essay “Million-Dollar Murray,” we meet Murray Barr, an ex-marine who often ended up homeless in Reno, Nevada. In 2003, the Reno police department started cracking down on panhandling, because panhandling was used to get liquor, and liquor led to problems – most especially hospital visits due to intoxication. The police officers found that most of the hospital visits were from three people, who in three months, cost the state over $200,000 in hospital bills. Murray himself cost $100,000. Gladwell notes:

“If you toted up all his hospital bills for the ten years that he had been on the streets – as well as substance-abuse-treatment costs, doctors’ fees, and other expenses – Murray Barr probably ran up a medical bill as large as anyone in the state of Nevada. “It cost us one million dollars not to do something about Murray,” [Reno police office Patrick] O’Bryan said.” (Gladwell, What the Dog Saw, 180-181)

If Murray cost the state one million dollars – and the revolving door of the shelters wasn’t helping him – a natural question arises: is there a more effective way to address homelessness?

Being Fair by Being Unfair

Homelessness, like many other problems, obeys what’s known as a “power law,” where most of the activity is not in the middle, but at one extreme. It’s similar to the “80/20” law. Think of fund-raising, where about 80% of the money comes from about 20% of the donors. What’s the most effective way to raise money? Not by spending all your time going after everyone, but rather, by picking the few target people who are most able and most likely to make big donations, and going after them.

What would the equivalent be for homelessness? Well, from a practical point of view, it wouldn’t be “helping every homeless person.” Most homeless people are not homeless for long – “in Philadelphia, the most common length of time that someone is homeless is one day. And the second most common length is two days.” (Gladwell, 183) Instead, the most effective way to solve homelessness would be to identify the people who cost the state the most money, and help get them off the streets.

In fact, that was tried in Denver. The Colorado Coalition for the Homeless tried to identify the homeless people who were most costly to the state and gave them a free apartment. And it’s been working – the cost of homelessness has gone down dramatically. It hasn’t gotten everyone off the streets, but it’s been a significantly smaller part of the annual budget.

Yet there’s something a bit unsettling about that. We help the worst offenders, and ignore the people who are really trying their hardest? As Gladwell says:

“Social benefits are supposed to have some kind of moral justification. We give them to widows and disabled veterans and poor mothers with small children. Giving the homeless guy passed out on the sidewalk has a different rationale. It’s simply about efficiency…

[We think that] “being fair”…means providing shelters and soup kitchens, [but] shelters and soup kitchens don’t solve the problem of homelessness…[We are faced] with an unpleasant choice. We can be true to our principles or we can fix the problem. We cannot do both.” (Gladwell, 191-192, italics mine)

Jewish Views on Justice

What would Judaism say about addressing homelessness in this way? I certainly don’t feel qualified enough to make policy recommendations, so instead, let me present a few texts, and ask – how do these texts frame the question of “Million-Dollar Murray”?

1. “The world stands on three things: on truth, on justice and on peace.” (Simon the Righteous, Avot 1:18)

Justice, truth and peace are intertwined, but problems arise when feel like we have to concede one in order to fulfill another. The world stands on peace, but sometimes justice commands that we go to war. The world stands on truth, but sometimes brutal honesty can destroy peace.

If the truth ends up being that free housing for certain challenging homeless people helps address the monetary concern, does it subvert justice to ignore the homeless people who have been trying for months to find homes? If giving free housing for certain challenging homeless people helps create a more peaceful and safer neighborhood, is that subverting justice? What do we do when our values collide?

2. “Justice, justice shall you pursue.” (Deuteronomy 16:20) Why is the word “justice” repeated here? A common interpretation is that “justice” isn’t just what we do, justice is also how we do it. “Justice” is not just about the ends, it’s also about the means.

Sometimes, even the different ways we view one value, like justice, may conflict. Even if it works, is giving free housing only to certain homeless people (and often the most challenging cases) a fair procedure? It may be a good result, but is it a just process?

3. “In light of God’s image embedded in each of us, we must determine the recipients of aid, the donors, the methods of collection and distribution, the programs of prevention, and all other related factors in this area by asking: What is the most practical and efficient way of caring for the poor while preserving the dignity and economic viability of all concerned?” (Rabbi Elliot Dorff, To Do the Right and the Good, 155)

That question seems to be the crux of it for me. The question in Jewish tradition isn’t whether we should help the homeless – it’s how. And that’s where the challenge lies. It’s very easy to say, “Judaism demands that we help others.” It’s a lot harder to make the tough decisions.

And since a decision comes as a result of a process, we have to examine both. Most often, we start with a process and see how it ends up. But sometimes we find a surprising result, and have to work backward to examine the process. We know that homeless shelters and soup kitchens create a fair process, but they aren’t creating the results that the program in Denver had. Sometimes, we may have to start with a result and work backwards – “this is a fair result – let’s now make sure it’s a fair process.”

But the most crucial thing we have to be sure of it that we are not sacrificing one at the expense of the other. To truly create a just society, we need to look at both the society we want to create, and the way we are creating it.

Posted on December 1, 2011

Note: The opinions expressed here are the personal views of the author. All comments on MyJewishLearning are moderated. Any comment that is offensive or inappropriate will be removed. Privacy Policy

Who Owns Our Words?

For artists and writers, their creativity is their livelihood. The ideas that sprout from their heads are what put bread on the table and rent checks and mortgage payments in the mail. But even more crucially, artists and writers bring themselves into their creation, so when someone is plagiarized, it’s not just stealing money – it’s almost like stealing a very part of who they are.

And yet once someone’s words are now out in the world, how much do those words become public domain for anyone to use? In a world where we are not only consumers, but producers, where does borrowing end and plagiarism begin?

That’s a question that Malcolm Gladwell raises in an essay called “Something Borrowed.” The 2004 Broadway play “Frozen” is, in large part, about a psychiatrist who studies serial killers. And nearly 675 words were taken almost directly from a 1997 New Yorker article entitled “Damaged” that Gladwell himself had written. And he asks – is plagiarism the same thing as stealing?

As he says:

“Words belong to the person who wrote them. There are few simpler ethical notions than this one…[and] plagiarism has gone from being bad literary manners to something much closer to a crime. When, two years ago, Doris Kearns Goodwin was found to have lifted passages from other historians, she was asked to resign from the board of the Pulitzer Prize Committee. And why not? If she had robbed a bank, she would have been fired the next day.” (Gladwell, What the Dog Saw, 225-226)

But that idea–that plagiarism is simply stealing–assumes that we own the words we speak. Yet once we have written something down, or created a piece of music, or painted a picture, it now becomes open for anyone to enjoy, to learn from, and to be inspired by. Ideas are not like physical objects–they naturally get expanded upon, interpreted, and used in other forms. So how much do we “own” the words we speak?

The Importance of Proper Attribution

If we do “own” the words we speak, then we need to make sure that the right people get the credit they deserve. And the Rabbis of the Talmud were close to obsessed with giving proper attribution to ideas and quotes. That’s why so many Jewish texts start by saying, “Rabbi So-and-So said in the name of Rabbi Such-and-Such…” But why are the Rabbis so concerned with giving proper attribution?

There are a few reasons. Pirkei Avot (6:6) tells us that “if you say something in the name of the person who originally said it, you are bringing redemption to the world.” The Mishnah and the Talmud were originally transmitted orally (that’s why it’s sometimes called the “Oral Torah”), and so there was no physical written record of who had said what. By ensuring a level of respect to those who came before, the Rabbis were also making sure that quotes, ideas and laws were handed down faithfully, and that some renegade Rabbi wasn’t making things up as he went along.

But I think there is another reasons, as well. The way God created the world was through speech – “‘Let there be light’, and there was light.” Our words are physical objects, because words create worlds. So if it was important not to steal people’s property, it was equally important not to steal their ideas, either.

Into the Public Domain

And yet the Rabbis also realized that there is a public domain, where our ideas might take on a life of their own. There is a classic story in the Talmud (Baba Metzia 59b), where the Rabbis were arguing over whether a certain type of oven was kosher.One of them, Rabbi Eliezer, tried to prove that he was right by having God perform miracles: “If I’m right, let this carob tree prove it!”, he said, and the carob tree uprooted its branches and moved. “If I’m right, let this river prove it!”, and the river started to flow backwards. But none of the other Rabbis were convinced by the miracles.Eventually, Rabbi Eliezer said, “If I’m right, let God Himself prove it!” At that moment, a heavenly voice cried out, “Why are you arguing with Rabbi Eliezer? He is always right!”

You would think this would have ended the matter. You would think that within the Rabbinic mindset, they would have said, “God gave the Torah, so God must know who has the right interpretation of it. And clearly, Rabbi Eliezer does. End of story.”

Instead, Rabbi Joshua stood up and said, “‘The Torah is not in heaven’ (Deuteronomy 30:12). We pay no attention to a divine voice.”

“We don’t listen to God any more, since the Torah is now ours,” Rabbi Joshua is saying. Notice that here the Rabbis weren’t arguing over whether Rabbi Eliezer was right or not. What they seem to be saying was that once God gave the Torah, it was now in the Rabbis’ hands to interpret it. Once the Torah was given to the people of Israel, it became theirs to own, and no longer simply God’s.

Who Owns Our Words?

So we face a tension about how ideas live in the world. On the one hand, people deserve credit if they come up with new thoughts. On the other hand, once the ideas are out there, no one truly “owns” them any more – anyone can access or use them.

As Gladwell reminds us, words do not “have a virgin birth and an eternal life” – there is a “chain of influence.” (243) So we have two-fold responsibility when it comes to attribution. First, as much as we can, we need to give credit where credit is due. Since there is nothing physical in the words we speak, it is that much more important to honor those who have created their works. On the other hand, we also have to remember that our own words quickly become public and owned by all.

The Rabbis are a perfect example of how to live out both sides of this obligation. Rabbi Joshua’s statement that “The Torah is not in heaven” implies that the greatest honor we can give the Torah is to help it become a living document. We build on what has come before, and we hope that others will build on afterwards.

So for our own ideas, we need first to remember that we build on the past. But if we think about our ideas as alive, then what greater honor can there be than having our words inspire someone else to expand on what we have created?

Posted on November 17, 2011

Note: The opinions expressed here are the personal views of the author. All comments on MyJewishLearning are moderated. Any comment that is offensive or inappropriate will be removed. Privacy Policy

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