I. The Goals of Torah Instruction

Nechama identified three goals of teaching Torah: 1) the accumulation of factual knowledge; 2) the development of independent learning skills; and 3) the development of a love of learning. She stressed that kiyum hamitzvot is not a primary goal of Torah instruction. Rather, success in instilling a love of learning will in itself lead to the fulfillment of mitzvot.

II. Active Learning

In order to fulfill these goals, the teacher must involve the student in active learning. Active learning is easy to achieve in the science laboratory, but is much more difficult to create in a Torah lesson. Nechama suggested several "trickim" (as she called them), strategies designed to achieve that goal. The following are a few of her tips on teaching methodology.

III. The Prohibitions

Nechama listed four common practices from which teachers should refrain:

1) Do not lecture.

2) Do not allow students to write while you are speaking.

3) Do not give an introduction to the material that is to be studied.

4) Do not ask students to answer factual questions or to paraphrase.

IV. The Introductory Lesson

The purpose of the introductory lesson is to provide the context, to give an overview of the chapter or section to be studied before examining the details. In place of the teacher providing the students with background information, Nechama suggested that students be given an assignment that would force them to independently read and think about the section being studied. One of her favorite methods was to ask students to divide the section into a specific number of subsections and to give each one a title or definition. This method can be used in both narrative and halachic sections of the Torah.

This method could be used, for example, in studying the Ten Commandments. Prior to beginning the in-depth study, students could be asked to divide the commandments into two categories, and then into three categories. The following are some of the possibilities that the students might generate:

Two categories: 1) positive commandments and negative commandments

2) mitzvot between man & G-d and mitzvot between man & man

Three categories: 1) mitzvot that are fulfilled with a positive action, mitzvot that are

fulfilled by refraining from a negative action, and mitzvot that are fulfilled in thought only

2) mitzvot relating to the holiness of G-d, mitzvot relating to the

holiness of man, and mitzvot relating to the holiness of time

This exercise accomplishes several things:

1) It forces the student to study the entire section and to give thought to the content.

2) It validates the ability of the learner to generate ideas (there is no wrong answer).

3) It raises issues of interest, many of which may be dealt with by the commentators. For example: Is "I am the L-rd your G-d" actually a commandment ? Is it possible to command something that is only fulfilled in thought ? Are honoring your parents and observing shabbat considered to be between man & man or between man & G-d ? Is shabbat a positive or a negative commandment ?

V. Asking the Right Questions

Nechama believed that it is not worthwhile to ask any question where the answer is obvious from the context. Rather, questions should be thought provoking, requiring the student to demonstrate an understanding of the material. For example, Nechama advocated comparison of texts as a worthwhile learning exercise. She applied this method to Chumash texts in which information is repeated (i.e. when the Torah describes a plan and then its implementation, when two people describe the same event, etc.) and to the comparative study of commentaries.

For example:

1) Comparison of the Laws of Shabbat - Shemot 20:8-11, Shemot 31:13-17, and Devarim 5:12-15:

1. What differences do you find with regard to the reasons stated for the observance

of Shabbat ?

2. The Amidah on Shabbat morning states: " Moshe rejoiced in the gift of hisportion.... He brought down two stone tablets in his hand on which is inscribed the observance of Shabbat. So it is written in Your Torah: 'Bnai Yisrael shall keep Shabbat, observing Shabbat(Shemot 31:6)...'" If the prayer mentions the two tablets, why does it bring the quote from Parshat Ki Tissa rather than from the Ten Commandments ?

2) Comparison of commentaries on Shemot 20:8 - "Remember the Shabbat day and keep it holy":

Rashi: Take care to always remember the Shabbat day - that if, for example, you come across a nice item of food during the week, put it aside for Shabbat.

Rashbam: Every act of remembering is with respect to the past.... So here, too, Remember the Shabbat day and keep it holy" refers to the six days of creation, as in the continuation of the verse: "For in six days the L-rd made...". Therefore, what is written here is remember in order to keep it holy, to refrain from work.

Sforno: Always remember the Shabbat day while you go about your weekday activities, as in "Remember what Amalek did to you." "And keep it holy": This is what you should do so that you may keep it holy: it cautioned us to arrange our affairs on weekdays in such a way that we can turn our minds from them on Shabbat.

Questions:

1. In what way do Rashi and Rashbam differ in their interpretation of the word

remember ?

b) Which of them do the following verses support ?

"You did not remember how this will end (Isa. 47:7)"

"She remembered not how this will end (Eichah 1:9)"

2. Did Sforno follow the approach of Rashi or Rashbam, or did he choose a third approach?

VI. The Teacher as Role Model

Although Nechama did not emphasize the importance of role modeling in her discussions of teaching methodology, she served as a paradigm in this regard. She was a giant among Torah scholars, yet she always demonstrated genuine humility. Nechama's love of Am Yisrael, Eretz Yisrael, and Medinat Yisrael were always evident in her lessons and had a great impact on her students. She was truly a role model for her students to emulate. Her impact on a generation of teachers has had a significant influence on Torah education in our times.

More of Nechama Leibowitz's tips on methodology can be found in Torah Insights, published by the Eliner Library (Jerusalem, 1995).

Learn an example section of Tanach based on this methodology.

Rashi's Use of Midrash