by Rabbi Avi Billet
A number of Midrashim pose
the question (ascribed either to Rabbi Yoseh, Yosi, or Dosa), "Why do
children begin learning the [Chumash] from the section about korbanot
[offerings]?" And the answer is, "Because just as the korbanot are
pure, so are the children pure."
In recording the
question at the beginning of Vayikra, Kli Yakar quotes the Yalkut Shimoni
(Pinchas 786), who uses a play on words to demonstrate that one year old
"k'vasim" (sheep) are used as korbanot, because they are
"m'khabsim" (they launder or wash away) the sins of a person, making
the person as clean (or pure) as a one-year old.
While there are many
suggestions as to why the alef in "VAYIKRa" is small (Kli Yakar
begins his commentary on the parsha with his own interpretation), the call to
attention brought on by the alef in this first word of the book is a reminder
that this is where children, who are small and who begin their learning with
alef, should begin their Chumash studies.
Kli Yakar quotes
another opinion, that the word "Alef" comes from a root which means
to study, as in the verse in Iyov (33:33), when his friend Elihu tells him,
"Va'Alefkha Hokhma," – If you have words, answer me… but if you
don't, then listen to me; be silent as I will teach you wisdom." The point
taken from there is that learning is only fulfilling when a person lowers
himself, and accepts the role of student, like a child learning in a classroom.
Moshe indeed merited to
be called in this manner – Vayikra El Moshe – because he had done this when God
first called upon him. He belittled himself saying, "I am not a man of
words" (Shmot 4:10 ), and he
merited to become the epitome of being a man of words, the quintessential
teacher of Torah.
Not only was he the
greatest teacher, but he rose above everyone else of his time. Certainly God
spoke to Adam, Noach, Avraham, Yitzchak and Yaakov. But there was no one else
in their time worthy of being any kind of competition. But in Moshe's day,
there were 70 elders, Bezalel, Aharon and his sons, the princes, etc. and only
Moshe merited to have the relationship with God he enjoyed.
And so the lesson is
twofold: We learn from Moshe that one who never thinks "I have
arrived" and who always thinks, "I have so much more to learn"
is a person who will have much more success in learning.
Having played the role
of instructor for advanced teacher education and training, I have found the
most productive classes were those in which the teachers in the room played the
role of students. Those who feel the need to reverse the roles in that context
end up learning nothing themselves and ruin the class for everyone else.
On the other hand,
playing the role of student is something I cherish as well. It is a blessing to
hear new ideas, see new things, be presented with different perspectives on
things I don't know well or even know very well. And the reminder of how much
there is still to learn is ever humbling.
This leaves us with the
second lesson: regarding children, of what and how they learn. We are living in
a time when information is out there, available and so easily accessible. What
is not out there, and what needs to be taught, learned and made available to
children, is the ability to think. The answer to "what's the answer?"
is "I don't know. Figure it out." Or, "Perhaps if you use this
rule or this information that you have, you may be able to come up with the
answer." "I am here to help, but not to show you or tell you."
Of course there are
things we must "tell" children. How to read, translation of words,
and even some basic skills all come from a frontal sharing of "information
you need to know." But the book of Vayikra is a great place to start
learning because the same words and shorashim (root words) appear over and over
in the first seven chapters, creating a built in review of language, syntax,
vocabulary, and structure.
And even the message
shared by Rabbi Yoseh, Yosi or Dosa is equally important to bear in mind. There
is a purity that beginning learners have, a curiosity, along with a desire to
learn and to please others.
Our challenge is to
teach things correctly, to make good choices, and to give learners information,
skills, and the wings to think for themselves.
Instead of creating
"Yes"-men-and-women and people who are afraid to get wrong answers,
we must tap into the purity of Vayikra, combine it with the purity of the
children, and promote an active kind of learning in which mistakes are
encouraged, because we catch them on our own, learn from them, and grow from
them. We create an environment in which those who have the drive, who have a
similarly talented peer group (as did Moshe), are able to rise above because
they raise themselves above through their commitment and dedication to learning
and growing.
Hanokh L'naar al pi
darko – Teach the child according to how the child learns, so that even when he
grows old, he will not turn away from what he has been taught. (Proverbs 22:6)
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