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Beit Midrash
- Torah Portion and Tanach
- Bamidbar
- Bamidbar
The Torah study is dedicatedin the memory of
R' Yosef ben Yaakov
First let us notice that the Rabbis do not say that a student is like a child. They say, "k’ilu yelado (as if he begot him)." In fact, the pasuk that is the basis for the exegesis uses the word, "toldot." While this can refer to children, it can also refer to the history of or accomplishments of someone or something (see Bereishit 2:4 & 6:9 with Rashi). Thus, the sons of Aharon were the sons of Aharon, not Moshe. However, Moshe begot them in that he contributed significantly to their development.
Chazal’s statement appears to have an extraneous reference. Why does it say, "teaches his friend’s son" and not simply say, "teaches another." The answer is that the teacher acts best when he works in concert with the parents. Whenever possible, he should try to advance the student on the path the student’s parents placed him. Parents and teachers should be friends, not adversaries. Indeed, the pasuk does not refer to Aharon’s sons as the offspring of Moshe but as the offspring of Aharon and Moshe. It was the joint effort that produced the desired, final result.
Chazal’s statement may also allude to a situation where one teaches another’s child as a favor, not for pay. (Note that Moshe is the source for the concept that, under perfect circumstances, one does not take money for teaching Torah- see Nedarim 37a). This distinction has halachic consequence. The Rama (Yoreh Deah 242:34) limits the rule that one should return a lost object to his rebbe before returning one to his father to a case where the rebbe teaches the son for free.
The end of the pasuk is puzzling, as it says the relationships were true on the day that Hashem spoke to Moshe at Sinai. Rashi explains that this is a sign that the relationship between Moshe and his nephews was forged around Torah, Hashem’s word at Sinai. Historically, this is difficult, as Moshe did not start teaching his students on the day the Torah was given. Rather he had just begun spending three periods of 40 days and nights alone with Hashem on Sinai. We may suggest that when Moshe learned the Torah, he had a clear eye toward teaching it to his students. Thus, even Moshe’s own learning time was considered a preparation for the teaching/begetting that would follow.
In summary, a Torah teacher may consider himself a force in forging his or her students’ personalities. However, he should realize that their parents are partners and that the extent of his own credit depends on his dedication.
Rabbis in Midrash
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Shlach Lecha "Why So Many Don't Make Aliya?" - Parshat Shlach
This short article deals with the weird phenomena that every single time Am Yisrael is meant to enter the Land of Israel, throughout the Tanach, 2nd Temple and until today, they "chicken out" and look for excuses. What's the problem with this mitzvah that proves so challenging. The article, based on sources, suggests that the difficulties of Eretz Yisrael is precisely her secret and beauty!
Kuzari -Rabbi Ari Shvat Kuzari class 4
The class deals with Islam and how the Muslim tries convincing the King of the Khazars, and why he was also rejected.
Beha'alotcha JEWISH STATE= GUIDE TO G-DLINESS & SELFLESSNESS
A Jewish State not only is a good idea, but educates us towards selflessness, altruism and G-dliness in our daily lives.
Ein Aya In Zion Even the Smoke of the Bark is Sweet
Just as Jewish nationalism is different from others, so too our capitol of Jerusalem is totally different than other national capitols. Rav Kook beautifully explains the passage in the Talmud that the trees of Yerushalayim were cinnamon trees.
Kuzari -Rabbi Ari Shvat Kuzari class 3
The second speaker invited to convince the Khazar King is the Christian, who presents their beliefs. Even before the questions of the King, "between the lines", the author R. Yehuda HaLevi already begins disproving them.
Ein Aya "Intimacy: Love, Life & Giving or Egocentric Taking & Expiration"
Today, many confuse between intimacy in marriage, based on love, giving and life which are diametrically opposed to empty "sex", pornography and prostitution which destroyed the Beit HaMikdash. The practical importance of clarifying this topic in today's western society is obvious, especially for young adults.
Kuzari -Rabbi Ari Shvat Kuzari class 2
The King of the Kazars, in his search for truth, starts by inviting the philosopher. This is a "crash-course" on Aristotelian philosophy and the reasons why the king is not convinced. Through this dialogue, R. Yehuda HaLevi already foreshadows some of his central ideas that will appear later.
Shavuot "Love of Torah = Love of Israel"- for Shavuot
People often identify Judaism as just a religion, but upon examination, we see, even halachically and explicitly in the siddur, that the Torah is dependent upon Am Yisrael, Jewish nationalism.
Ein Aya The Middle-Child & Anti-Tzni'ut Syndrome- Negative Attention
Although tzni'ut is for men just like women, Rav Kook deals here with the sources in Yishayahu and the Talmud which deals with the special problem of lack of tzni'ut in women's dress and actions, where it's not just a problem of midot and character traits, but also can include practical, social and national ramifications, as well, which caused the destruction of the Beit HaMikdash and exile from Israel. The class continues the previous one (Ayn Aya Shabbat vi, 29), and is a must for all educators and parents of high-school aged and young adults.
P'ninat Mishpat P'NINAT MISHPAT: A Mess of Loans, Repayments and Grievances – part II
based on ruling 83033 of the Eretz Hemdah-Gazit Rabbinical Courts
based on ruling 83033 of the Eretz Hemdah-Gazit Rabbinical Courts