Years ago when I wrote the Faculty Blessing for the New York HUC Ordination, I included the wish that the ordinees’ be blessed with devoted students. The fullness of that wish became abundantly clear this past Saturday night, as we celebrated 150 years of Reform Judaism in North America, and my own students over time presented me with a book in my honor: Communities of Meaning: Conversations on Modern Jewish Life Inspired by Rabbi Larry Hoffman. A few people spoke; a cantorial choir actually sang to me as I received the book. No wonder I was, and still am, overwhelmed by intense gratitude.
The editors, Rabbis Lisa Grushcow and Joe Skloot, largely kept me in the dark as the book took shape. When publisher David Behrman finally sent me the advance copy, I began rationing my reading of it, just one or two of its contributions at a time, and only on Shabbat, to make it last. I discovered that each section features an excerpt from something I had written over the years, followed by two or three short meditative essays prompted by the excerpt – making the book a genuine conversation among magnificent authors from all walks of life, people I have had the blessing to know; all of it framed in a non-technical way so that you don’t have to be an expert to understand it.
The Talmud is filled with lavish promises about the blessings that flow from having students, and now, I know why.
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But I don’t like the word “student,” because it suggests a degree-granting institution with classrooms where people go to get filled up with knowledge that another person, the teacher, already has; and the Jewish model (where a student is a talmid) is so much more than that. A student studies; a talmid “learns.”
This traditional activity of “learning” carries the Yiddish verb lernen, but just as talmid is more than “student,” so too, lernen is more than “to learn.” To get at an English equivalent, I differentiate “learning” from “finding out.” Learning is what we do when the teacher already knows the answer, and “students” just hear it, take notes on it, and now know it the way the teacher does. “Finding out” is the activity of inquiring about something that no one fully knows yet, and, in fact, may never fully know at all.
Life’s big questions are always things we have to “find out.” They require curiosity, open-minded questioning, listening to others, factoring in what experts already do know, and then daring to think creatively. Jewish lernen is this kind of finding out. It implies more than soaking up what a teacher has already mastered. It gives learners an active voice of their own. The Talmud (Ta’anit 7a) thus likens learners to pieces of wood that are set on fire. As burning pieces of wood ignite one another, so learners posing questions sharpen one another’s curiosity.
For simplicity’s sake, I don’t mind using the terms “student” and “teacher,” because that is all the English language offers. But I understand teachers and students differently. As a teacher, I do know more than my students about technical issues: the history of prayer, for example. But the important questions are not technical: how we should pray today, and what our prayer accomplishes, for example. I have thought longer about such questions, but my students are not inconsequential to the solutions we “find out” together.
But even finding out can be just an academic exercise, and I have decided that our truest students are not just those with academic curiosity and excellence – much less are they merely those who memorize academic lessons, pass courses and get degrees from us. They are people whose lives we teachers have touched by our kindness to them, our wisdom for them, our love of them, and our confidence in them. They respond in kind: gratitude for the depth of care and counsel we have shown, not just the academic lessons we have taught. I don’t minimize the important role of intellectual and academic excellence. But the official content of lecture- and lesson-plans are just a bare beginning. Academic content becomes Torah if and only if what we teach — and we who teach it — touch students’ lives.
Rabbinic wisdom likens students to biological children, a lesson we normally take to mean that teaching students rises to the level of raising sons and daughters. But maybe it’s the other way around. Raising sons and daughters is supposed to emulate the rabbinic ideal of “teaching” students, which is to say, loving them enough to see to their formation, their character, and their deepest selves; and then launching them on their own way forward.
Much as they may have been grateful for the academic lessons of my classes, no one honored me last Saturday night because I had taught them the proper origin of the Amidah or the clever way that Union Prayer Book editors drew upon the Jerusalem Talmud to universalize the prayer for healing. That sort of teaching is indeed what professors are paid to do: conduct research, add to the knowledge of a professional field, and impart what they can of it to students. But Jewish teachers are called rabbis, and rabbis impart Torah – not just academic facts but wisdom for life, including faith in and love for the people whose lives our wisdom touches.
It occurs to me then that when I address these “open letters to my students,” I mean concentric circles of people whom I respect and in whom have faith. My students can also become my teachers, because their love for me can match my love for them; and because they will have wisdom that I do not. Sometimes, as the Talmud puts it (Taanit 7a), “More than I have learned from my teachers, I have learned from my students.”
Never was that so clear to me as this past Saturday night. Thank you, all my students, the students of my students, and their students too – in endless circles of curiosity and finding out. I never wanted to be a professor, actually. I wanted from the start to be a rabbi. When I moved from Cincinnati to teach in New York, I threw out my PhD certificate; but saved the s’michah of rabbinic ordination to put on my wall. Professor is my job; rabbi is my calling. I was never so happy to have that calling as when Rabbis Skloot and Grushcow, on behalf of all of you, presented me with this book. I am in grateful awe of all who planned it, all who wrote in it, and, by extension, all who will read it and teach it to others, in the endless chain of Torah learning throughout the generations.
