Rabbi Ishmael Example Method:#17 of 36 ########################################################### # 10 YEAR Ayelet DAILY-RASHI-YOMI CYCLE # # Aug 26, 2000 # # Rashis 226-229 Of 7800 (2.9%) # # # # Reprinted with permission from Rashi-is-Simple, # # (c) 1999-Present, Dr. Hendel # # http://www.RashiYomi.Com/ # # # #Permission to reprint with this header but not for profit# # # # WARNING: READ with COURIER 10 (Fixed width) FONTS # ########################################################### REFERENCE: ---------- Todays module is extracted from Rashi is SImple volume 5 Number 17. To see the whole issue visit http://www.RashiYomi.Com/h5n17.htm THIS MODULE ----------- This module deals with the principle of CLIMAX. We review Rashis on verses where the motivating interpretive force of Rashi is the climactic development of verses. WHAT IS THE RULE OF CLIMAX -------------------------- a) 3 or more consecutive similar phrases **should** be interpreted as developing CLIMACTICALLY. 1st step one, then step 2, then step 3 etc EXAMPLE: The verse Dt19-11 describes murder using 4 phrases -------- --When a person HATES somebody --and he STALKS him --and CONFRONTS him --and HITS HIM LETHALLY so that he dies. We **could** interpret this to mean "When someone murders someone". But because of the principle of CLIMAX we interpret the 4 phrases as CLIMACTICALLY leading to MURDER. Murder happens in 4 stages a) EMOTIONAL: You HATE the person b) OBSERVATIONAL: You OBSERVE the person CONSTANTLY(obsession) c) SOCIAL: You CONFRONT the person The above 3 will naturally lead to murder. CLIMAX WITHOUT GRAMMAR ---------------------- b) This principle of CLIMAX, **by itself** can be used to decide the meaning of ambiguous phrases(even if nothing else besides CLIMAX supports the decision) EXAMPLE: In the above example from Dt19-11 I could have interpreted RISE UP ON HIM to **either** mean KILL or CONFRONT. For the verb to RISE UP does mean both. The only reason I chose CONFRONT vs KILL is that the principle of CLIMAX requires a CLIMACTIC development. CLIMAX vs SIMPLE MEANING OF THE TEXT ------------------------------------ c) Note that it is legitimate to hold the position that "These 3 or 4 phrases all say the **same** thing and this is common in poetry;but BECAUSE of the principle of CLIMAX I am justified in assuming that each phrase has a distinct meaning and that the 3 or 4 phrases build up to a CLIMAX." EXAMPLE: There is nothing wrong in Dt19-13 in stating that "The Bible is simply talking about murder and is using a conversational style. However the principle of CLIMAX additionally teaches me HOW murders take place." In general the principle of CLIMAX can be vigorously used to teach outreach. For each example of CLIMAX, by teaching us HOW something happens can be reversed and show us how to stop it. CLIMAX & RABBI ISHMAEL'S PRINCIPLES ----------------------------------- d) The principle of climax is associated with the RabbiIshmael principle of the DETAIL-GENERAL style. EXAMPLE: The last phrase in Dt19-13 is MURDER, something GENERAL. The other phrases---HATRED, STALKING, CONFRONTATION are DETAILS associated with murder. The RabbiIshmael Rule of DETAIL-GENERAL requires a broad interpretation of the DETAILS to be consistent with the GENERAL principle---and this is exactly what the principle of CLIMAX teaches---that the DETAILS lead up to the GENERAL Todays posting deals with the "ideal lecture" and shows the 4 stages needed by a good teacher. #*#*#*#*#*#*#*#*#*# (C) Dr Hendel, 2000 *#*#*#*#*#*#*#*#*#*# Dt32-02a Moses teaching Torah is compared to Heaven raining water Dt32-02c DEW everyone likes;RAIN not liked by people on journey Dt32-02d SAR=Windy Mist. Mist grows grass::Torah grows students Dt32-02e RVV = Rain (From RVH KSHATH=Archer=Forceful-drop-rain) (Examples 46-49) Dt32-02--THE TEXT (Please read with COURIER 10 Fixed width font) ----------------------------------------------------------------- My TEACHINGS will BREAKOUT like RAIN My SAYINGS will DRIP like DEW like MIST on a MEADOW like STORMS on GRASS *1 *2 *3 *4 ----------------------------------------------------------------- Nuances to emphasize -------------------- Note the following nuances *1 Teachings<---->Sayings *2 Breakout<----->Drip *3 Rain<---->Dew<---->Mist<---->Storms *4 Meadow<------>Grass The Symbol ---------- The text clearly compares "my TEACHINGS and SAYINGS" to TYPES OF RAIN The Ideal Lecture ----------------- An Ideal Lecture (Shiur), Sermon, or Family rap has four stages. Stage 1: A "Lecture stage" (or a "Sermon stage") Stage 2: A pithy "Summary" or "(Sharp) Sayings" stage at the end of the lecture, sermon or rap which summarizes everything Stage 3: A (student)"Dialogue stage" in which students debate the pros and cons of the lecture(or Congregants debate the pros and cons of the sermon; or children debate the pros and cons of the parent rap) Stage 4: The "Application" Stage in which students "understand" and apply what they have learned (or congregants apply what they learn; or children apply what they have learned and live up to the expectations of parents The Analogy ----------- Using the "rain analogy" (water droplets=words) we have Stage 1: The Lecture=A sudden outbreak of words/water In other words, the STORM OUTBREAK Stage 2: The Summary=Pithy Short Sayings summarizing everything In other words "Dew DROPS(vs a storm) Stage 3: Student dialogue = "Chatty exchanges by students on the lecture" = the MIST Stage 4: Understanding And Application--Students become proficient and can apply ideas---The HEAVY STORM Summary ------- So we have 4 stages of rain/teaching 1: Sudden outbreak of words/drops--Lecture:Outbreak 2: Short terse summary: Sayings: Dew 3: Chatty dialogue: Dialogue-review:Mist 4: Mature Application: Application: Heavy Storm CLIMAX ------- Thus the verse climactically develops the ideal lecture and uses a rain metaphor to illustrate its ideas. There is a certain nostalgia here---Moses the father of all Teachers, spent 40 years teaching 600,000 adults Torah---at the end of his life he summarized his methods for good teaching in one verse! (Sort of reminds you of the book on the Lubavticher Rebbe, "40 Years, One hour") FURTHER DEVELOPMENT: -------------------- There are actually 7 Rashis. We have only developed 4. The remaining Rashis discuss the MEANINGS of words. We will present these tomorrow. #*#*#*#*#*#*#*#*#*# (C) Dr Hendel, 2000 *#*#*#*#*#*#*#*#*#*#