Cross-posted to State of Formation.
The parshah I’ve worked on for my Bat Mitzvah is, given my
graduate research, apt—and not entirely accidental. My research deals
with sexual ethics—and queer sexuality in particular— in Judaism. And as
you follow along in your Chumashim, you will notice that parshat K’doshim-Acharei Mot
contains perhaps two of the most controversial verses in the Hebrew
Bible: Leviticus 18:22—“you will not lie with a man as with the lyings
of a woman”—and Leviticus 20:13—“If one lies with mankind as one lies
with womankind, they have both committed an abomination; they shall
surely be put to death.”
In my research, naturally, I have had to deal with these verses, and
with possible mitigating interpretations of them. I can tell you the
following—first, many such interpretations exist. Second, all of them,
to my mind, are some degree of unsatisfying. There is always the
feeling that these interpretations are trying to turn the text into
something that it is not. They always, to my mind, fail to erase the
stark punch to the gut these verses in their plain sense are to a
reader.
At this point, I’d like you to imagine me, at twelve, just starting
to realize that I like girls, reading Leviticus for the first time. And
then I would like you to imagine, after that experience, how you, as a
twelve-year-old, would respond to the suggestion that you commit to a
faith that holds this text as sacred. These verses are alienating. No
matter how we try to turn them, they are disturbing. And if you are
queer, like me—no matter the interpretation, no matter the academic
distance you may try to put between yourself and your
subject—ultimately, they still hurt. Any effective and honest response
to them, therefore, must begin by acknowledging that.
Futhermore, such a response should, in my opinion, not attempt to
retroactively paint the past meanings of the text as something it is
not. We have, as a species, a strong tendency to confuse is and ought.
That is, we assume that because a thing is the status quo—because it’s
“natural,” or “traditional,” or so on—that it is therefore ethically
valid. Or, conversely, we might assume that, because we find a thing
ethically valid, that it therefore must reflect the natural or original
state of affairs.
But these assumptions are erroneous. Just because a thing is
“natural” or “traditional” doesn’t make it right—after all, murder,
sexual violence, tribalism, and racism are all natural states of
affairs. And just because a thing is right doesn’t mean it reflects some
primordial state of perfection—racial and sexual equality, for instance
(despite assertions to the contrary), appear to be fairly recent
concepts.
Effective advocacy for equality or justice, then, needs to start from
the understanding that there is a problem to be fixed—that there is
something in the world that is wrong and broken. I would suggest that in
some cases, the same is true for effective engagement with religious
text. David Weiss Halivni posits that Rabbinic interpretation is
generated in response to what he describes as the “maculateness” of the
Biblical text—that is, the text, as a result of existing within human
history, has problems or inconsistencies within it whose function is to
generate interpretive responses. He writes, “When the people of Israel
congregated once more—at long last and of their own accord—they found
not Moses and the pure and perfect Torah of the wilderness, but Ezra and
his composite Torah, mad maculate by centuries of human history.” (Peshat and Derash, vi.)
I’d like to go one step further—the text has actively unethical
commands in it, whose purpose is to teach us to recognize them. These
texts are meant to reflect and demonstrate the brokenness of the world,
and goad us into doing something about it.
I would add at this point that we do not have a very good track
record when it comes to responding to such texts. Indeed, a look into
the prophetic literature reveals that God anticipates this. In Ezekiel
20:25-26 we find the chilling admission: “I gave them laws that were not
good and rules by which they could not live: When they set aside every
first issue of the womb, I defiled them by their very gifts”—that is,
instead of consecrating the firstborn to the temple they sacrificed
them—“that I might render them desolate, that they might know I am
Adonai.”
God, in other words, knew that the Israelites would get the commandment tragically, horrifically wrong—and
handed it down anyway. Suffice it to note, by the way, that while
theodicy (that is, the justification of God in the face of suffering or
evil) is not the main focus of this drash, the fact that God
would take such action, at such terrible consequence, anticipating our
brokenness and fallibility, raises deeply troubling questions about the
very nature of God.
Despite our poor record thus far, there nevertheless are Rabbinic
precedents for this sort of interpretation. Perhaps the best-known
example is found in the Babylonian Talmud, tractate Sanhedrin 68b-72a.
This sugya engages the Biblical edict (Deut. 21:18-21) that “if a
man has a [stubborn and rebellious] son…they shall bring him out to the
elders of his town at the public place of his community…[and] the men
of his town shall stone him to death.”
Clearly, the Rabbinic interpreters are deeply troubled by this text.
First the mishnah (Sanh. 8:1-5) and then the Gemara restrict the
definition of the stubborn and rebellious son to the point of absurdity,
until the Gemara finally says, “There never has been a stubborn and
rebellious son, and never will be. Why, then, was the law written? That
you may study it and receive reward.” (71a)
Notice what this interpretation doesn’t do. It doesn’t say
that the law used to apply but no longer does. It doesn’t try to excuse
it, or to erase it. It brings it forward in all its bald horror, allows
it to punch us in the gut, and then goes about making sure that it will never be
carried out. Yet in doing so, it preserves a purpose for the law—it is
there to learn from. It is there as a witness, as a thing to study—and
we should bear in mind that in Talmudic parlance, there is a very real
sense of fighting and struggle implicit in study and learning. (For more
on this, see Jeffrey Rubenstein’s excellent book, The Culture of the Babylonian Talmud.)
There are clearly some differences between the Exodus and Sanhedrin
texts, and the ones we have in front of us. Against the assertion that
“there never was such a son,” there have been, and continue to be, many,
many LGBTQ people who have been hurt, directly or indirectly, as a
result of the texts we’ll be chanting shortly. And I’d argue
vociferously against the notion that there is personal reward to be
gained from learning these texts—we should instead be hanging our heads
in shame. But as for why the law was written? “That you may study it”
may be the only interpretation I can accept.
In studying this text, I am confronted with a world that is so broken
that even the Scriptures given to it, even the laws contained within
those Scriptures, contain ethical abominations, contain violent and
dehumanizing prescriptions. I am also powerfully confronted with an
obligation to help fix it. I am reminded that this law was written, not
so that I may “study and receive reward,” but to force me to think
critically about it, to stir me and make me uncomfortable, to punch me
in the gut so that I may “study and DO SOMETHING.” Shabbat Shalom.
This image is used under a Creative Commons 3.0 license and was retrieved from Wikimedia Commons.
Showing posts with label Rabbinics. Show all posts
Showing posts with label Rabbinics. Show all posts
Friday, May 4, 2012
Friday, November 18, 2011
Building Hedges: What the Rabbis Taught Me About Managing ADHD
The
[Great Assembly] originated three maxims: "Be not hasty in judgment;
Bring up many disciples; and, build a hedge for the Torah."
-Pirkei Avot 1:1
End-of-year report, first grade:
“Rebecca has the ability to be an outstanding student. She has a tremendous amount of knowledge and is eager to learn. Although she has wonderful ideas, she has produced very little work that would give evidence of this. Her inability to attend to the task at hand and to complete her work has caused her great frustration this year.”
By fourth grade, I have learned to perform reasonably well in school. But my work is disorganized, and I’ve picked up the nickname “Hurricane Rebecca,” reflecting the disaster area that is my desk.
By the time I’ve reached high school, I’ve learned to game the system. Despite my disorganization and last-minute work habits, the work is easy enough for me that I build up an eminently respectable academic record, and manage to graduate in three years.
I enter college with designs on a biology major, but first-year bio and chem classes prove my undoing; the pass-fail option is my salvation. Religious studies is interesting enough to me that I put serious work into it. But I still start papers at 3 am the day they’re due. I worry that someone will discover that I’m not working hard enough, and as I get more seriously into the subject, the stakes get higher. Somehow, I graduate with high honors. I’m sure it’s just a matter of time until I get caught.
In my second year of grad school—last fall—I meet with my advisor for my independent reading. He tells me to shut the door. “This is not graduate-level writing,” he says. “You’re in graduate school, and you need to get serious.” He pauses. “How many hours a day do you work?”
The jig is up.
I tell him that I’ve suspected for a while that something’s wrong with me, but that I can’t afford to see a therapist regularly right now.
“Then sell your books and see one. Your brain is your most important tool. If you were a dancer you wouldn’t make excuses about not taking care of your feet.” He continues, “I wouldn’t be telling you this if I didn’t think you were smart enough to do this. It’s clear that you are. But you’ve got to decide to undertake the discipline necessary. What we do in the academy is a discipline. It’s unnatural. You have to train yourself to do it.”
That February, after spending two months not writing the thesis I need to have a draft of by April first, I finally get my butt to a therapist. I get an official diagnosis of inattentive-type ADHD, and begin a course of Adderall.
The first night I take it, I read and annotate two books in three hours. What’s more, I haven’t wasted energy stalling, so I actually enjoy it. By the end of March, I have a complete draft of my thesis. This semester, ten months later, I haven’t pulled a single all-nighter, because my work gets done on schedule. And for the first time, I’m completing work that isn’t required for my classes.
For the vast majority of this improvement, I have to credit drugs and therapy. However, learning Rabbinic texts (a practice I began regularly this summer) has helped me understand the way my brain works-- and the ways to manage that--much better.
After my first academic taste of Talmud [1] as an undergrad, I seem to recall joking about it being “religion with ADHD.” The way the sages seemed to leap from one topic to another, seemingly unrelated one, was comical, albeit uncomfortably familiar to me. Consider Bava Batra 73a, which begins as a commentary on a mishnah concerned with the proper protocol for selling a ship. By the next page, 73b, we have gotten here:
"Rabbah bar Hanah further stated: I saw a frog the size of the fort of Hagronia. (What is the size of the fort of Hagronia? Sixty houses.)"
Yet, if Talmud was religion with ADHD, it was also religion for the clinically anal-retentive, built upon series of rules and practices that were so obscure and finicky as to be absurd—Mishnah Berakhot 7:3, for instance, prescribes a lengthy and specific blessing for a meal with ten thousand guests. But, if ten thousand and one are present, the prescribed blessing is short and generic. The documents themselves are separated into categories within categories—first, general orders, or sedarim, then tractates within the orders, chapters within the tractates, verses within the chapters. And the methods for commenting on texts within the Rabbinic genre are themselves subject to very particular rules.
What seemed a ridiculous contradiction at the time made much more sense to me once I started learning about ADHD. In their 1994 book, Driven to Distraction, psychiatrists Edward M. Hallowell and John J. Ratey write, “Structure makes possible the expression of talent. Without structure, no matter how much talent there may be, there is only chaos…The ADD mind is like spilled mercury, running and beading. Structure is the vessel needed to contain the mercury of the ADD mind, to keep it from being here and there and everywhere all at once.” (Hallowell and Ratey, 1994, 221)
Talmud, and Rabbinic texts in general, might be understood to work the same way. When one interprets a text, whether a mishnah or a verse of Bible, the order of the day is atomization: each verse is a complete unit in and of itself, and any other verse from the canon is fair game to use as an intertext—that is, a text to throw against it, to react with it, and to generate an interpretation—as long as the interpreter can make it work. Which feels a lot like free-associating, and seems like it could easily disintegrate into interpretive chaos.
But. There are rules in place, structures to contain the madness. There is an end that must be achieved, an interpretive problem that must be resolved. Often, the impetus for the interpretive chaos in the first place is some problem or irritant in the original text, something that doesn’t fit with another text or with a larger principle. In Between the Babylonian and Palestinian Talmuds, Christine Hayes writes, “[a given mishnah may be] ambiguous in the sense that it contains a gap of information. The gemaras must work to fill that gap.” (Hayes, 1997, 57)
The initial stimulus—a problem to be solved—structures the whole interpretive section, reeling it back in at the end to the original text. The discussion may go far afield, but it always has to bring itself back to the text at hand. Eventually, it must come up with some sort of resolution to the task it has set itself.
The quotation at the top of the page, from Pirkei Avot (“Chapters of the Fathers,” a collection of ethical maxims found in Tractate Avot of the Mishnah)—specifically the line about building a hedge around the Torah— is one that has bedeviled me ever since I was introduced to it.
The traditional interpretation is that one must guard the commandments of the Torah from transgression by strengthening them (so, if the Torah says, “don’t go to thus and such place,” I should not even go within, say, a mile of it) I always read it as an expression par excellence of stiffness, hideboundness, of religious or doctrinal inflexibility.
Now, I see an alternate meaning. Building hedges—building limitations around one’s behavior—is a way of structuring one’s day-to-day life. In setting myself a schedule for the day, in insisting I accomplish a certain number of tasks before I can goof off, in creating small rituals (my cup of tea, my morning crossword, the sweatpants I wear to work) around which I structure those tasks—I am building hedges. By limiting my initial options, I increase the number and variety of things I can accomplish.
ADHD forced me to see the need for that lesson. The Rabbis taught it to me.
[1] “Talmud” refers to the collection of Rabbinic legal texts, or “Oral Torah”, which has two parts, Mishnah and Gemara. The Mishnah is a collection of legal traditions from the Tannaitic period (70-200 CE); the Gemara is a collection of commentaries on the Mishnah from the Amoraic period (200-500 CE). There are two Gemaras, the Palestinian Talmud (closed c.a. 400 CE), and the Babylonian Talmud (closed c.a. 500 CE).
Subscribe to:
Posts (Atom)

