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A response to Tzvi Pittinsky
Whether modern Orthodox Jewish women today are permitted, let alone
encouraged, to engage in serious Torah study is, essentially, a
sociological question. Whether that permission is viewed as consistent
with the Gemara in Kiddushin or inconsistent with it, however, is a
quintessentially educational question whose importance is reflected in
Tzvi's concern: "What do I respond to the girl who argues that Judaism is
sexist?"
I am not an authority, nor even an expert, on sexism, and I have no
insights worth publicizing on how to deal with the probity of women
studying Torah. The issue of how to reconcile metzi'ut with text,
however, is a matter of interpretation. That is the pedagogical crux of
Tzvi's dilemma and that IS something I know about. The advice I have to
offer, however, is strictly methodological; the practical, didactic,
implementation can only be achieved by the person with the specific
knowledge of the human dimension of the problem--the classroom teacher!
The response to the charge that Judaism is sexist is the same as to charge
that it is racist: Strictly and literally speaking, it is true; the Torah
does call for the annihilation of Amalek and the Shiv`ah Amim .
We are not fundamentalists, however, and we do not deal only with the
strict and literal meaning of texts. We interpret them; and it is in the
dynamics of the interpretation of authoritative, classical texts that
education takes place. It is interpretation that enables us to first
distinguish between valid and invalid understandings and then, albeit with
greater difficulty but ultimately more satisfaction, to establish
preferences among the valid interpretations and rank them in ascending and
descending order of proximity to personal, communal or national goals and
values.
Sha`arei ha-peirush lo nin`alu. I would throw wide the already open doors
of interpretation and welcome the students to exercise their textual and
analytical skills--whatever they are. A Midrashic aphorism that was a
favorite of Nehama Leibowitz goes: "The verse says, 'The LORD's voice is
in strength' (kol hashem bako'ah) to signify that God appears to each
person according to his/her own strength." Pilpul ha-talmidim is one of
the legitimate ways in which Torah is acquired; no solution we proffer to
them will ever match their own conclusions for lasting effect.
As long as I have invoked Nehama Leibowitz, let me share a couple of
additional words of her pedagogical advice:
"Teachers should always remember that our primary goal in school is not to
increase knowledge, per se. It is not in our capacity to produce scholars
expert in all aspects of Torah. Our goal is to increase the love of Torah;
to enable our students to see the light emanating from texts and
commentaries and to warm themselves by it."
And to those who would argue that it is disrespectful to have teenagers
potentially taking issue with venerable commentaries, she adds: "It
appears to me that if it is done in the proper spirit, a spirit of serious
delving into the commentaries, this would not be disrespectful. Au
contraire! Respect for scholars is demonstrated by taking their words
seriously! If, by giving them free reign to select amongst commentaries,
the words of Tanakh will become more endearing to them--as I firmly
believe will result--there is no greater respect for Torah scholarship
than having their words endeared to students through their study."
What, then, is my "practical" advice to Tzvi (previous caveat still
withstanding)? Learn the sugyah through with them no matter where it leads
and no matter how long it takes. (To deny them access to study the passage
that delineates denial of access to study is to promote a tartei
lirei`usah of the worse kind.) Let them feel, when they are done, that
they--and you-have left no reasonable stone unturned in their search for
the truth. They may not have a trove of sources in their pockets or
analytical insights up their sleeves, but they have common sense,
experience and intuition. Ask them what differences they have noticed in
the learning styles/patterns of men and women. Ask them what distinctions
they observe between coeducation and single-sex education? Share with them
some of the burgeoning feminist literature on the advantages--for
women!--of separation from men in high school, for both academic and
social reasons. (How often do girls get elected president of coed
schools?)
Above all, have faith in the system.
Von a kashye shtarbt man nit.
No one dies from asking a question.
It's the reluctance to entertain the answers that is potentially lethal.
Dr. Moshe Sokolow</HTML>
