One of the most tragic figures in Jewish history is the
Elisha Ben Avuya. Tragic because he is perhaps the prototype for someone who
knew Torah so well that he is quoted as an authority in the Mishnah, Jewish law as first codified by R’ Yehudah HaNasi. The Mishnah is the basis for the entire Talmud. Upon which Halacha as we know it is based.
To say that a heretic is nevertheless still
quoted in the Mishnah is saying quite a lot. In most cases books published by heretics are banned (even if they were authored before becoming heretics). But Not Elisha Ben Avuya. There is not a single doubt
about the fact that he became a unrepentant heretic. Nevertheless he is still quoted in the Mishnah.
Not only that, He was so knowledgeable that one of the greatest and most quoted of his contemporaries in the Mishnah, R’ Meir, was a disciple well after knowing about his heresy. (This is why
R' Meir is often quoted as ‘Acherim’ which is the plural of Acher (the other). Elisha Ben Avuya was referred to as Acher after he became a heretic.
Why do I bring this rather famous story up? It is to emphasize
a valid observation made by Rabbi Elchanan Pupko in an e Jewish Philanthropy article:
In a field like Jewish studies, educators, schools, and parents often wonder: what is success? When does a parent or a school know that they have done well with their Jewish education? I would strongly argue that academic measures are the last place to look.
That may surprise some people. After all isn’t the most successful
measure of what students have learned in class - the grades they receive? Isn’t
the very purpose of learning to gain knowledge?
The short answer is, yes. But think
about that. If that is all a student gets out of a religious school, Rabbi
Pupko suggests that it is failing in its higher purpose - that of
producing a committed Jewish life.
Knowledge may be power. But the power of knowledge
can be used for good as well as for bad. No country was as ‘well educated’ and technologically advanced as Germany
in the 1930s. But we know what that nation did with that knowledge. Which was the
epitome of evil.
I’m sure that Elisha Ben Avuyah ‘aced’ every test he ever
took. And he still became a heretic. As his example - and that of 1930’s Germany
demonstrates, knowledge is clearly not enough, and by itself without a corresponding
sense of ethics and morality it might even be worse than total ignorance. (I
say ‘might’ because ignorance can have some devastatingly evil effects too. But
clearly knowledge without ethics we have clear 20th century evidence
of.)
Rabbi Pupko’s point is well taken. I believe that every principal
and every teacher – especially those involved in Jewish education - should take note of
these facts and rethink what the goals of Jewish education should be. This is
of course not to minimize the knowledge they wish to impart to their students. That is of critical importance too, as Rabbi Pupko notes.
But the greater purpose is to instill a deeper connection to Judaism, its ethics and morality. To not just focus on getting
good grades. But to understand that being a Jew is more than that. To instill a
love of Judaism that will last a lifetime.
To love Torah study independent of grades. Because if grades are all
that matter one may end up like Elisha Ben Avuya. Here is how Rabbi Pupko puts it (and I think he nailed it):
I am reminded of a progressive modern orthodox woman whose sons graduated a renowned modern orthodox school just to go on and turn completely non-observant and marry non-Jews. While the woman embraced her children and accepted their life choices, she kept mourning the wasted tuition money and education she gave her children in a modern orthodox school. It didn’t matter to her much that her children can read a Chumash beautifully or can give 7 different explanations about the meaning of Passover, if they didn’t observe Passover. It didn’t really matter to her that her children had excellent knowledge of the laws of Kosher, while they didn’t eat Kosher. Parents – perhaps far more than teachers – see Day School success in continuity. Day School lessons have been meaningful if they carry on into students’ lives.
