The fundamental points of Chinuch: start when a child is young and it has to be age appropriate and then continue as the child gets older. Chinuch has to be על פי דרכו – according to the innate natures that Hashem gave the child. It means to accept a child’s limitations and recognise their abilities. If rebuke has to take place, it has to be positive. The parents must give over their message in the same voice. The primary mode of Chinuch today is by role modelling, primarily our motivations.
This document discusses the importance of continuing to anticipate the coming of Moshiach with urgency, even after many years have passed since the Rebbe first said "Behold, this is Moshiach coming". It emphasizes that the Rebbe tasked his Chassidim with bringing Moshiach and that they must retain the sense of urgency the Rebbe instilled on the night of Chof Ches Nissan 5751 when he said he had done all he could and was passing the task to them. It also discusses how the Rebbe explained that through maximum effort, the time of redemption can be brought even closer.
This article discusses the concept of wisdom. It notes that wisdom involves not just knowledge or experience, but the ability to apply knowledge to different situations. True wisdom is shown through how one uses the knowledge and understanding they have gained. The article encourages readers to consider how they can help others come to a saving knowledge of God's truth, rather than looking down on those who are lost. It emphasizes spreading the gospel in a wise manner.
The author asks "Why me?" in response to enduring chemotherapy, radiation treatment, and other personal hardships. While reading the Old Testament, the author finds comfort knowing that even biblical heroes faced discouragement in their trials. Though some trials strengthened individuals and pointed to God, all reflected God's faithfulness as the heroes continued walking by faith. The author's hardships have made them long to trust and rest in God's plan despite unanswered questions, taking comfort that God remains present, even in darkness.
This document is an excerpt from a newsletter published by Insight for Living Ministries. It shares the story of Jim and Kelley, who felt called by God to adopt after years of listening to Chuck Swindoll's teachings. Though initially thinking of domestic adoption, they ended up adopting Ganga Grace from India after doors closed locally but opened internationally. Nearly 20 years later, their family has grown and their calling expanded in ways they could not have imagined when God first prompted them to adopt.
Ian McCormack was traveling the world and diving off the coast of Mauritius when he encountered box jellyfish, one of the most venomous creatures. He was stung multiple times by the jellyfish and went into cardiac arrest. He was rushed to the hospital but died from the venom for 15-20 minutes. During this time between life and death, Ian experienced visions of both heaven and hell. He returned to life and shares his story of what he experienced beyond death.
This document is a newsletter from Our Saviour Lutheran Church that includes several articles and announcements. The main article discusses how Abraham Lincoln overcame hardship as a boy by repeatedly reading a small selection of books, most notably the Bible. It notes that Lincoln credited his mother and the books he read with shaping his character. The newsletter encourages readers to similarly focus on reading a few good books regularly. Other sections announce upcoming church events, including a family project series and vacation bible school.
Who We Are
At The Moshiach Weekly, we bring you all things Moshiach all the time. If you are looking for short stories, life lessons, and other anecdotes on this topic, mazal tov! You have come to the right place! Our weekly English publication is your one-stop shop for all matters concerning geulah, particularly the teaching of the Lubavitcher Rebbe.
What We Do
Day after day, week after week, we are hard at work here at The Moshiach Weekly. Our staff is dedicated to bringing you only the best in geulah and Moshiach literature. Due to the Rebbe's constant emphasis that learning these concepts hastens the revelation of Moshiach, our crew of volunteers feels it is well worth the countless hours put into each edition.
How We Do It
The Moshiach Weekly is only made possibly by supporters like you! In addition to our usual weekly publication, from time to time we also publish an expanded edition. The Moshiach Weekly also prepares mivtzoim material each week. Furthermore, we are highly involved in the Crown Heights community and Anash in general, arranging events and doing other peulahs. Every donation is greatly appreciated and no amount is ever too small. Please click here to find out more.
This document discusses the importance of continuing to anticipate the coming of Moshiach with urgency, even after many years have passed since the Rebbe first said "Behold, this is Moshiach coming". It emphasizes that the Rebbe tasked his Chassidim with bringing Moshiach and that they must retain the sense of urgency the Rebbe instilled on the night of Chof Ches Nissan 5751 when he said he had done all he could and was passing the task to them. It also discusses how the Rebbe explained that through maximum effort, the time of redemption can be brought even closer.
This article discusses the concept of wisdom. It notes that wisdom involves not just knowledge or experience, but the ability to apply knowledge to different situations. True wisdom is shown through how one uses the knowledge and understanding they have gained. The article encourages readers to consider how they can help others come to a saving knowledge of God's truth, rather than looking down on those who are lost. It emphasizes spreading the gospel in a wise manner.
The author asks "Why me?" in response to enduring chemotherapy, radiation treatment, and other personal hardships. While reading the Old Testament, the author finds comfort knowing that even biblical heroes faced discouragement in their trials. Though some trials strengthened individuals and pointed to God, all reflected God's faithfulness as the heroes continued walking by faith. The author's hardships have made them long to trust and rest in God's plan despite unanswered questions, taking comfort that God remains present, even in darkness.
This document is an excerpt from a newsletter published by Insight for Living Ministries. It shares the story of Jim and Kelley, who felt called by God to adopt after years of listening to Chuck Swindoll's teachings. Though initially thinking of domestic adoption, they ended up adopting Ganga Grace from India after doors closed locally but opened internationally. Nearly 20 years later, their family has grown and their calling expanded in ways they could not have imagined when God first prompted them to adopt.
Ian McCormack was traveling the world and diving off the coast of Mauritius when he encountered box jellyfish, one of the most venomous creatures. He was stung multiple times by the jellyfish and went into cardiac arrest. He was rushed to the hospital but died from the venom for 15-20 minutes. During this time between life and death, Ian experienced visions of both heaven and hell. He returned to life and shares his story of what he experienced beyond death.
This document is a newsletter from Our Saviour Lutheran Church that includes several articles and announcements. The main article discusses how Abraham Lincoln overcame hardship as a boy by repeatedly reading a small selection of books, most notably the Bible. It notes that Lincoln credited his mother and the books he read with shaping his character. The newsletter encourages readers to similarly focus on reading a few good books regularly. Other sections announce upcoming church events, including a family project series and vacation bible school.
Who We Are
At The Moshiach Weekly, we bring you all things Moshiach all the time. If you are looking for short stories, life lessons, and other anecdotes on this topic, mazal tov! You have come to the right place! Our weekly English publication is your one-stop shop for all matters concerning geulah, particularly the teaching of the Lubavitcher Rebbe.
What We Do
Day after day, week after week, we are hard at work here at The Moshiach Weekly. Our staff is dedicated to bringing you only the best in geulah and Moshiach literature. Due to the Rebbe's constant emphasis that learning these concepts hastens the revelation of Moshiach, our crew of volunteers feels it is well worth the countless hours put into each edition.
How We Do It
The Moshiach Weekly is only made possibly by supporters like you! In addition to our usual weekly publication, from time to time we also publish an expanded edition. The Moshiach Weekly also prepares mivtzoim material each week. Furthermore, we are highly involved in the Crown Heights community and Anash in general, arranging events and doing other peulahs. Every donation is greatly appreciated and no amount is ever too small. Please click here to find out more.
This document is a newsletter about bringing Moshiach (the Messiah). It discusses how, although it has been over 20 years since the Rebbe last appeared publicly, Jews must continue working to bring Moshiach and not lose faith. It encourages learning about Moshiach and redemption, and doing mitzvot with the intention of hastening his coming. It summarizes a talk given by Rabbi Mendel Gordon about the Rebbe empowering Jews to bring Moshiach. The newsletter aims to inspire readers to increase their efforts to fulfill the Rebbe's teachings about preparing for Moshiach's revelation.
The document provides guidance for choosing a wife and beginning a marital relationship in accordance with Islamic teachings. It outlines several key steps and qualities to consider:
1. Make earnest dua to Allah for guidance in choosing a pious wife. Perform extra prayers and regularly recite supplications seeking Allah's help.
2. Consult with trusted elders and family members who can provide wise counsel (mashwera). Consider compatibility of backgrounds, upbringing, and character.
3. Make istikharah prayer to seek Allah's guidance in making the decision. Perform the prayer with sincerity and consideration of surrounding factors.
4. Look for key qualities in a prospective bride like religious commitment, following of Islamic
The document discusses the biblical story of Leah, who was the older, less attractive daughter of Laban. Jacob fell in love with Leah's younger sister Rachel and worked 7 years to marry her. However, on the wedding night, Laban deceived Jacob into marrying Leah instead in the dark. Leah spent her life facing rejection from her husband Jacob, who loved Rachel more, and trying unsuccessfully to gain his love through bearing him sons. The document draws parallels between Leah's rejection and hurt and how people still experience rejection today, emphasizing that only God can truly satisfy and fill the void in one's life.
The document outlines a presentation by Janice M. Payoyo discussing how she has found success and meaning through building her life on a foundation of faith in God. She describes personal struggles from 10 years ago and how studying the Bible helped her overcome difficulties. Payoyo emphasizes finding purpose and strength through trusting in God during both prosperity and poverty.
“I learned to love Jesus more than my own parents” That is Jesus, the son of Mary the word of truth about” (which they are in dispute.” (Qur’ân 19:34 Jesus has been mentioned by name 25 times in the Qur’ân while Prophet Muhammad has been mentioned by name just five times. Additionally, the nineteenth chapter of the Qur’ân was named after the Virgin “Mary” while there is no chapter in the Qur’ân bearing the name of Prophet Muhammad’s mother, any of his wives or daughters. It is also noteworthy that Mary is the only woman mentioned by name in the Qur’ân. She is described in the most .honorable way as one chosen and favored over all women : Allāh says And [mention] when the angels said, “O Mary, indeed” Allāh has chosen you and purified you and chosen you ( 3:42 ) “.above the women of the worlds It is also noteworthy that Mary is the only woman .mentioned by name in the noble Qur’ân And the Qur’ân mentions that fair-minded Christians are : closest to the Muslims You will find the nearest of them in affection to the believers” those who say, "We are Christians." That is because among them are priests and monks and because they are not arrogant.” (5:82)
This document provides guidance and encouragement for prayer and finding joy with God during Lent. It outlines daily and weekly Lenten programs focused on prayer, scripture reading, and examination of conscience. It emphasizes giving time to God through prayer will transform us and increase compassion. It encourages giving Sunday and family time entirely to God. Parents are responsible for teaching virtues to children through good example. Don Bosco found joy through festive oratories and miracles to attract youth to faith. Next week's discussion will be on encountering God and manifesting faith's joy.
This document provides an overview of notable events in Jewish history that occurred on June 20th, as well as biographical information on several Jewish figures. It discusses events such as the granting of rights to Jews in the Holy Roman Empire in the 9th century, the founding of a synagogue in New York in the late 19th century, and opposition to violence in British Mandate Palestine in the 1930s. It also profiles rabbis, writers, and political leaders such as Rabbi Samson Raphael Hirsch and Barnett Janner.
Talk to allah, finding comfort by making dua to him by ayesha syahiratopbottom1
This document is an introduction to a book about making du'a (supplication) to Allah. It begins by thanking various people for their support in writing the book. It then discusses how the author did not properly practice her faith when she was younger due to lack of understanding and feeling distant from Allah. She did not make du'a or feel Allah's presence. However, she has since come to deeply understand and practice her faith, feeling close to Allah. The introduction sets up the book by explaining why some people do not make du'a and how understanding tawheed (unity of God) is important for a strong relationship with Allah.
This document discusses the pursuit of perfection and spiritual maturity. It argues that we should not consider ourselves perfect or fully mature, but instead constantly strive to improve. We are advised to forget past mistakes, press on toward spiritual goals, and embrace humility, as God opposes the proud but favors the humble. The pursuit of perfection can never fully be achieved in this life, but we can continually grow in Christian character.
The author's journey to Islam began as a young child attending a Catholic school in England where she started questioning aspects of Christianity like praying to saints and Mary. Over many years of seeking answers from various Christian authorities and reading, she remained unsatisfied. After moving to Dubai for work, she serendipitously found a booklet called "What is Islam?" which helped answer her questions. She embraced Islam after attending Islamic classes. She later married Shaykh Ahmad Darwish, the author of the booklet, and helped translate Islamic texts to support new Muslims in English.
Paul wrote this epistle from prison in Rome where he had plenty of time as he awaited his trial. Daille wrote, "The imprisonment of St. Paul has done the church more good than the prosperity of the rest of the faithful of that age." This letter was written the same time as the letter to the Ephesians and Philemon, and they all seem to be delivered by the same messengers, Tychicus and Onesimus who was returning to his master, Philemon, who lived in Colosse.
This document provides a disclaimer and copyright information for an e-book about the Prophet Muhammad (peace be upon him). It notes that the e-book was produced by Al-Jumuah magazine and contains chapters on the Prophet's biography, character, and teachings. The summary also lists the editor, copy editor, graphic designer, and publication information.
This document is an excerpt from a book about passing faith from parents to children. It discusses how God designed a plan for spiritual development in children that involves building relationships, sharing scripture, and practicing faith. The excerpt provides examples of how parents can tell their own faith stories and listen to their children's stories as a way to strengthen faith development. It also describes an example of a family that strengthened their faith practices after a challenging incident with their son.
Since the beginning of mankind, more thought has gone into the understanding of God than any other subject under the sun - and still nobody is any the wiser. In the length of a taxi ride, this little book explains once and for all.
The document provides guidance on initiating dawah conversations through respectful questioning and building rapport. It recommends starting with open-ended questions about life's purpose and beliefs to engage the person. Once engaged, introductions are made and the conversation is directed to discussing the foundations of Islam using the GORAP method - discussing God's existence, oneness, revelation, and prophethood. Sample dialogues show how to respectfully initiate conversations on the street or bus through friendly greetings and questions to create understanding before guiding the discussion to Islamic foundations. The goal is to have the person understand Islam from a rational perspective by first addressing their "red filtered glasses" view of it.
1) Abraham was called by God to leave his home in Ur and travel to Canaan, building altars to God along the way. He had a son, Ishmael, with his wife Sarah's servant Hagar.
2) When Sarah insisted, Abraham sent Hagar and Ishmael away into the desert, but God promised to make Ishmael a great nation. Ishmael settled in the desert and had 12 sons, including one named Kedar.
3) According to Islamic tradition, Abraham helped Ishmael rebuild the Kaaba in Mecca, which had originally been built by Adam, establishing the site of the annual Hajj pilgrimage.
This document is a newsletter focused on bringing Moshiach (the Messiah). It contains several short articles about Moshiach, including an adapted talk given by Rabbi Mendel Gordon about the Rebbe empowering Chassidim to bring Moshiach. The newsletter was prepared and printed by volunteers to inspire readers to increase their efforts to bring Moshiach through learning about redemption and Moshiach, and through the Rebbe's directives.
The document discusses motivation and what truly drives human achievement. It argues that people are not born talented, but become skilled through dedicated practice and cultivating their abilities over many hours. Recent research shows that intelligence can be increased through effort and experience builds new connections in the brain through "myelin". The most motivated individuals are driven by finding meaning and purpose in their work rather than just money.
For the church's ministry to become effective it must recognize the importance of children within the global scope of discipleship making. The presentation focuses on unlocking or tapping talent in these young people
This document is a newsletter about bringing Moshiach (the Messiah). It discusses how, although it has been over 20 years since the Rebbe last appeared publicly, Jews must continue working to bring Moshiach and not lose faith. It encourages learning about Moshiach and redemption, and doing mitzvot with the intention of hastening his coming. It summarizes a talk given by Rabbi Mendel Gordon about the Rebbe empowering Jews to bring Moshiach. The newsletter aims to inspire readers to increase their efforts to fulfill the Rebbe's teachings about preparing for Moshiach's revelation.
The document provides guidance for choosing a wife and beginning a marital relationship in accordance with Islamic teachings. It outlines several key steps and qualities to consider:
1. Make earnest dua to Allah for guidance in choosing a pious wife. Perform extra prayers and regularly recite supplications seeking Allah's help.
2. Consult with trusted elders and family members who can provide wise counsel (mashwera). Consider compatibility of backgrounds, upbringing, and character.
3. Make istikharah prayer to seek Allah's guidance in making the decision. Perform the prayer with sincerity and consideration of surrounding factors.
4. Look for key qualities in a prospective bride like religious commitment, following of Islamic
The document discusses the biblical story of Leah, who was the older, less attractive daughter of Laban. Jacob fell in love with Leah's younger sister Rachel and worked 7 years to marry her. However, on the wedding night, Laban deceived Jacob into marrying Leah instead in the dark. Leah spent her life facing rejection from her husband Jacob, who loved Rachel more, and trying unsuccessfully to gain his love through bearing him sons. The document draws parallels between Leah's rejection and hurt and how people still experience rejection today, emphasizing that only God can truly satisfy and fill the void in one's life.
The document outlines a presentation by Janice M. Payoyo discussing how she has found success and meaning through building her life on a foundation of faith in God. She describes personal struggles from 10 years ago and how studying the Bible helped her overcome difficulties. Payoyo emphasizes finding purpose and strength through trusting in God during both prosperity and poverty.
“I learned to love Jesus more than my own parents” That is Jesus, the son of Mary the word of truth about” (which they are in dispute.” (Qur’ân 19:34 Jesus has been mentioned by name 25 times in the Qur’ân while Prophet Muhammad has been mentioned by name just five times. Additionally, the nineteenth chapter of the Qur’ân was named after the Virgin “Mary” while there is no chapter in the Qur’ân bearing the name of Prophet Muhammad’s mother, any of his wives or daughters. It is also noteworthy that Mary is the only woman mentioned by name in the Qur’ân. She is described in the most .honorable way as one chosen and favored over all women : Allāh says And [mention] when the angels said, “O Mary, indeed” Allāh has chosen you and purified you and chosen you ( 3:42 ) “.above the women of the worlds It is also noteworthy that Mary is the only woman .mentioned by name in the noble Qur’ân And the Qur’ân mentions that fair-minded Christians are : closest to the Muslims You will find the nearest of them in affection to the believers” those who say, "We are Christians." That is because among them are priests and monks and because they are not arrogant.” (5:82)
This document provides guidance and encouragement for prayer and finding joy with God during Lent. It outlines daily and weekly Lenten programs focused on prayer, scripture reading, and examination of conscience. It emphasizes giving time to God through prayer will transform us and increase compassion. It encourages giving Sunday and family time entirely to God. Parents are responsible for teaching virtues to children through good example. Don Bosco found joy through festive oratories and miracles to attract youth to faith. Next week's discussion will be on encountering God and manifesting faith's joy.
This document provides an overview of notable events in Jewish history that occurred on June 20th, as well as biographical information on several Jewish figures. It discusses events such as the granting of rights to Jews in the Holy Roman Empire in the 9th century, the founding of a synagogue in New York in the late 19th century, and opposition to violence in British Mandate Palestine in the 1930s. It also profiles rabbis, writers, and political leaders such as Rabbi Samson Raphael Hirsch and Barnett Janner.
Talk to allah, finding comfort by making dua to him by ayesha syahiratopbottom1
This document is an introduction to a book about making du'a (supplication) to Allah. It begins by thanking various people for their support in writing the book. It then discusses how the author did not properly practice her faith when she was younger due to lack of understanding and feeling distant from Allah. She did not make du'a or feel Allah's presence. However, she has since come to deeply understand and practice her faith, feeling close to Allah. The introduction sets up the book by explaining why some people do not make du'a and how understanding tawheed (unity of God) is important for a strong relationship with Allah.
This document discusses the pursuit of perfection and spiritual maturity. It argues that we should not consider ourselves perfect or fully mature, but instead constantly strive to improve. We are advised to forget past mistakes, press on toward spiritual goals, and embrace humility, as God opposes the proud but favors the humble. The pursuit of perfection can never fully be achieved in this life, but we can continually grow in Christian character.
The author's journey to Islam began as a young child attending a Catholic school in England where she started questioning aspects of Christianity like praying to saints and Mary. Over many years of seeking answers from various Christian authorities and reading, she remained unsatisfied. After moving to Dubai for work, she serendipitously found a booklet called "What is Islam?" which helped answer her questions. She embraced Islam after attending Islamic classes. She later married Shaykh Ahmad Darwish, the author of the booklet, and helped translate Islamic texts to support new Muslims in English.
Paul wrote this epistle from prison in Rome where he had plenty of time as he awaited his trial. Daille wrote, "The imprisonment of St. Paul has done the church more good than the prosperity of the rest of the faithful of that age." This letter was written the same time as the letter to the Ephesians and Philemon, and they all seem to be delivered by the same messengers, Tychicus and Onesimus who was returning to his master, Philemon, who lived in Colosse.
This document provides a disclaimer and copyright information for an e-book about the Prophet Muhammad (peace be upon him). It notes that the e-book was produced by Al-Jumuah magazine and contains chapters on the Prophet's biography, character, and teachings. The summary also lists the editor, copy editor, graphic designer, and publication information.
This document is an excerpt from a book about passing faith from parents to children. It discusses how God designed a plan for spiritual development in children that involves building relationships, sharing scripture, and practicing faith. The excerpt provides examples of how parents can tell their own faith stories and listen to their children's stories as a way to strengthen faith development. It also describes an example of a family that strengthened their faith practices after a challenging incident with their son.
Since the beginning of mankind, more thought has gone into the understanding of God than any other subject under the sun - and still nobody is any the wiser. In the length of a taxi ride, this little book explains once and for all.
The document provides guidance on initiating dawah conversations through respectful questioning and building rapport. It recommends starting with open-ended questions about life's purpose and beliefs to engage the person. Once engaged, introductions are made and the conversation is directed to discussing the foundations of Islam using the GORAP method - discussing God's existence, oneness, revelation, and prophethood. Sample dialogues show how to respectfully initiate conversations on the street or bus through friendly greetings and questions to create understanding before guiding the discussion to Islamic foundations. The goal is to have the person understand Islam from a rational perspective by first addressing their "red filtered glasses" view of it.
1) Abraham was called by God to leave his home in Ur and travel to Canaan, building altars to God along the way. He had a son, Ishmael, with his wife Sarah's servant Hagar.
2) When Sarah insisted, Abraham sent Hagar and Ishmael away into the desert, but God promised to make Ishmael a great nation. Ishmael settled in the desert and had 12 sons, including one named Kedar.
3) According to Islamic tradition, Abraham helped Ishmael rebuild the Kaaba in Mecca, which had originally been built by Adam, establishing the site of the annual Hajj pilgrimage.
This document is a newsletter focused on bringing Moshiach (the Messiah). It contains several short articles about Moshiach, including an adapted talk given by Rabbi Mendel Gordon about the Rebbe empowering Chassidim to bring Moshiach. The newsletter was prepared and printed by volunteers to inspire readers to increase their efforts to bring Moshiach through learning about redemption and Moshiach, and through the Rebbe's directives.
The document discusses motivation and what truly drives human achievement. It argues that people are not born talented, but become skilled through dedicated practice and cultivating their abilities over many hours. Recent research shows that intelligence can be increased through effort and experience builds new connections in the brain through "myelin". The most motivated individuals are driven by finding meaning and purpose in their work rather than just money.
For the church's ministry to become effective it must recognize the importance of children within the global scope of discipleship making. The presentation focuses on unlocking or tapping talent in these young people
HADITH ABOUT SELF EDUCATION, CHILD EDUCATION
tructured to meet the task subjects hadith tarbawi
guide lecturers : Wahidin, S.Pd.I, M.Pd.
In chapter Hadith About Self Education, Children's Education will discuss three hadith, namely:
A. Hadith of Abu Hurayrah about children born on the basis of nature
B. Hadith of Samurah of things done to the newborn child
C. Hadith of Ibn Amer Shoaib on education prayers for children aged seven
That human life is a situation devised by
the infinite ingenuity of God, in which to
teach His sons to use power in a friendly
spirit is evident from several considerations:
The nature of life as revealed in its two
most characteristic features shows that it is
intended to serve this purpose.
Raising Children with Judgment: Shalom Hartman Institute, Religion in an Age ...Sara Shapiro-Plevan
Every day, parents and educators confront extreme positions about issues both big and small that they are often obligated to translate for their children and learners. We are pushed to make decisions about how we transmit and reflect on these issues, and this is often a source of both anxiety and concern when we hope at once to embrace and model a spirit of reflection, respect and pluralism. How can we attempt to balance both judgement and compassion when our kids ask us questions, or when we feel pushed to explain what we see in front of us? What are our responsibilities here, as adults, parents and educators, as Jews, as members of our communities and our world? Together, we'll look at some writing and texts about issues as diverse as this year's presidential election, language we use to talk about difference, and how decisions were made and understood in earlier generations, and practice identifying our own values, where we draw our own lines, and how we can practice both judgment and compassion when and where they are needed.
The document discusses teaching the Bible through a narrative lens rather than a topical one. It notes that viewing the Bible as a cohesive story, from Creation to Christ's return, allows the full context of passages to be understood rather than taking passages out of context. It warns that topical teaching risks putting human opinions above scriptural truth and can lead to biblical illiteracy. The document advocates teaching the biblical narrative and helping students see their own story within the overarching story of God.
1) The Rebbe had a clear vision and plan from a young age to spread Chabad outreach all over the world, connected to a central source.
2) Over time, the Rebbe implemented this plan in stages - first establishing institutions in the 5710s, then expanding outreach through shluchim from the 5720s.
3) Each decade saw growth and changes in focus, such as increased activities in the 5730s and global outreach in the 5740s, all building toward the goal of bringing Moshiach.
Joseph Calling Hubnation Digital 2020 MessageOs Hillman
This document discusses using adversity to fulfill one's destiny. It summarizes Joseph's story as an example of overcoming adversity. Joseph faced betrayal by his brothers, slavery, and imprisonment, yet through remaining faithful eventually rose to the second highest position in Egypt. The document outlines 6 stages to discover one's larger story and purpose: recruitment, character building, isolation, the cross, problem solving, and networking. It encourages embracing God's promise that all things work for good, no matter one's circumstances.
The document challenges several myths about Adventist education:
1) That it provides a poor quality education, however research shows it equals or exceeds public schools.
2) That it needs better teachers, but the focus should be on restoring God's image in students, not academic achievement.
3) That more facilities equal a better education, but God cares more about sincerity than success.
4) That public schools better prepare students for the real world, yet many social issues impact youth. Christian education aims to develop moral convictions.
5) That religion should only be taught at home and church, but Christian schools can also help shape students spiritually.
Similar to Gateshead Rov on Education for Our Children (12)
God calls us to a journey of worshiping Him. In this journey you will encounter different obstacles and derailments that will want to sway you from worshiping God. You got to be intentional in breaking the barriers staged on your way of worship in order to offer God acceptable worship.
Lucid Dreaming: Understanding the Risks and Benefits
The ability to control one's dreams or for the dreamer to be aware that he or she is dreaming. This process, called lucid dreaming, has some potential risks as well as many fascinating benefits. However, many people are hesitant to try it initially for fear of the potential dangers. This article aims to clarify these concerns by exploring both the risks and benefits of lucid dreaming.
The Benefits of Lucid Dreaming
Lucid dreaming allows a person to take control of their dream world, helping them overcome their fears and eliminate nightmares. This technique is particularly useful for mental health. By taking control of their dreams, individuals can face challenging scenarios in a controlled environment, which can help reduce anxiety and increase self-confidence.
Addressing Common Concerns
Physical Harm in Dreams Lucid dreaming is fundamentally safe. In a lucid dream, everything is a creation of your mind. Therefore, nothing in the dream can physically harm you. Despite the vividness and realness of the dream experience, it remains entirely within your mental landscape, posing no physical danger.
Mental Health Risks Concerns about developing PTSD or other mental illnesses from lucid dreaming are unfounded. As soon as you wake up, it's clear that the events experienced in the dream were not real. On the contrary, lucid dreaming is often seen as a therapeutic tool for conditions like PTSD, as it allows individuals to reframe and manage their thoughts.
Potential Risks of Lucid Dreaming
While generally safe, lucid dreaming does come with a few risks as well:
Mixing Dream Memories with Reality Long-term lucid dreamers might occasionally confuse dream memories with real ones, creating false memories. This issue is rare and preventable by maintaining a dream journal and avoiding lucid dreaming about real-life people or places too frequently.
Escapism Using lucid dreaming to escape reality can be problematic if it interferes with your daily life. While it is sometimes beneficial to escape and relieve the stress of reality, relying on lucid dreaming for happiness can hinder personal growth and productivity.
Feeling Tired After Lucid Dreaming Some people report feeling tired after lucid dreaming. This tiredness is not due to the dreams themselves but often results from not getting enough sleep or using techniques that disrupt sleep patterns. Taking breaks and ensuring adequate sleep can prevent this.
Mental Exhaustion Lucid dreaming can be mentally taxing if practiced excessively without breaks. It’s important to balance lucid dreaming with regular sleep to avoid mental fatigue.
Lucid dreaming is safe and beneficial if done with caution. It has many benefits, such as overcoming fear and improving mental health, and minimal risks. There are many resources and tutorials available for those interested in trying it.
The Book of Revelation, filled with symbolic and apocalyptic imagery, presents one of its most striking visions in Revelation 9:3-12—the locust army. Understanding the significance of this locust army provides insight into the broader themes of divine judgment, protection, and the ultimate triumph of God’s will as depicted in Revelation.
Unleash your spiritual growth journey as a truth-seeker!
Learn More:
👉https://tkg.tf/4D
Tracking "The Blessing" - Christianity · Spiritual Growth · Success
Do you ever feel like your Bible highlighting isn't quite enough to ignite lasting spiritual growth? Have you struggled to retain key takeaways from your Bible study sessions?
Discover how living in 4D can transform your highlighting into a strategic tool for spiritual development.
Learn More:
👉https://tkg.tf/4D
In this video, you'll gain insights on:
How highlighting key verses and themes can enhance memory and retention of Scripture (we see a few key ones, here!)
Studies have shown that highlighting can significantly improve information recall. Highlighting key points visually reinforces them in your mind, leading to better long-term memory.
How to personalize your Bible study through strategic highlighting. Don't just highlight everything!
This video will teach you how to strategically highlight based on what resonates with you, focusing on central themes, recurring ideas, or connections between different passages.
Watch More:
👉https://tkg.tf/4D
How connecting highlighted passages can reveal deeper biblical truths. By highlighting these connections, you can see the bigger picture and uncover the underlying messages within Scripture.
By the end of this video, you'll be equipped to unlock the hidden potential within your highlighted Bible and embark on a transformative spiritual growth journey! Don't forget to like and subscribe for more inspiring content on deepening your faith.
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5.3. Mandukya Upanishad
The Mandukya Upanishad (the four states of consciousness)
The Mandukya Upanishad belongs to the Atharvaveda. Although it contains only 12 verses.
This Upanishad became the basis for the emergence of the Advaita Vedanta or the philosophy of monism, according to which Brahman alone is the truth and the rest is an illusion.
The Upanishad deals with the symbolic significance of the sacred syllable Aum and its correlation with the four states of consciousness, namely the wakeful consciousness, dream state, the state of deep sleep or dreamless sleep and the state of transcendental consciousness in which all divisions and duality disappears and the self alone exists in its pure state, all by itself.
1. Wakefulness—Jagrat (Vaisvanara is the first stage - A) Consciousness
In this state, atman (the Supreme Self) is mainly mis-identified with annamaya kosha (the “sheath composed of food”—the physical body).
Thus, the jiva (soul) travels in objectivity and becomes an object itself, mostly ignoring its subjective consciousness.
taittreya upanishad - tradition of yoga and Upanishads, this concept of panch...Karuna Yoga Vidya Peetham
In his search towards reality or the unchanging fundamental unit of this universe, a scientist started with the external gross world of solid matter which is simple and easy to see, divide, and do experiments with.
This search led him through steps of understanding of this entire world of matter starting from elements, molecules, atoms, protons, neutrons and electrons;
He further understood that it is all packets of energy.
The atoms conglomerate together to form various chemicals; our body is therefore a permutation and combination of various chemicals. (Packets of energy in various configurations) When they join together they form molecules, cells, tissues organs, etc.
These follow certain well defined laws of nature and are controlled by nervous (electrical) and chemical (hormones) mechanisms to bring about movement and action in each and every cell.
Thus annamaya kosha is the physical frame which the grossest of the five Koshas.
Astronism, Cosmism and Cosmodeism: the space religions espousing the doctrine...Cometan
This lecture created by Brandon Taylorian (aka Cometan) specially for the CESNUR Conference held Bordeaux in June 2024 provides a brief introduction to the legacy of religious and philosophical thought that Astronism emerges from, namely the discourse on transcension started assuredly by the Cosmists in Russia in the mid-to-late nineteenth century and then carried on and developed by Mordecai Nessyahu in Cosmodeism in the twentieth century. Cometan also then provides some detail on his story in founding Astronism in the early twenty-first century from 2013 along with details on the central Astronist doctrine of transcension. Finally, the lecture concludes with some contributions made by space religions and space philosophy and their influences on various cultural facets in art, literature and film.
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Lesson 12 - The Blessed Hope: The Mark of the Christian
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1. 1
Gateshead Rov 5771 חינוך הבנים והבנות
Before I start this drosho, I must issue a disclaimer: In a professional capacity I’ve never taught
any children. I don’t know if I have taught anyone under the age of nineteen and almost
everyone that I have taught is married. Even on a personal level, my part is that I didn’t ruin our
children.
The possuk in Mishlei (' )כ''ב:וreads .חנוך לנער על פי דרכו – גם כי יזקין לא יסור ממנה
Rashi explains that ע''פ דרכוmeans that one should educate in a fashion that is appropriate for
children. Children are educated in a different way than teenagers and adults. There is a different
methodology for each age group.
Reb Yisroel Salanter writes on the words – גם כי יזקין לא יסור ממנהthat the education of children
never stops. The Steipler used to say that he davens for his children’s success in learning. He said
this even when his son Reb Chaim Kanievsky was fifty two years old and had global re-known.
The Vilna Gaon writes that every person has inherent natures, and the way in which we were
born cannot change. The job of parents and educators is to channel these natures to be used in
a positive way.
Anyone who has a few children can appreciate that you can have two children growing up in the
same house and they’re totally different. Whatever mazel that person was born in, it will affect
his personality and this won’t change. The Gaon brings proof to this from the Gemora in
Shabbos that says that one who was born under the mazel of ,מאדיםone of a few things will
occur. If he’s a Tzadik he’ll become a moihel. If he’s mediocre then he’ll become a shoichet or a
surgeon. If he’s a rosho then he will become a murderer. This Gemora is telling us that a person
cannot change his - תכונותhis characteristics, rather they can be directed positively or
negatively. We have to recognise our children’s inherent nature and develop it.
If you try and change these characteristics when they’re younger then you might succeed
because you are bigger and stronger. But as your children grow older and become and feel
independent then at best they will ignore you and at worst they will rebel. If you try and
educate a child ‘your way’, על פי דרכךthen they will stray from you. Only if you do it על פי דרכו
according to his innate nature then you will merit the fulfilment of .גם כי יזקין לא יסור ממנה
In the Choivas Hatalmidim written by the Piaseczno Rebbe, he writes how to train children. He
writes that the word חינוךis found as the root of the word חנוכהas in .חנוכת הביתIn our religion
a חנוכת הביתa house dedication is made once a house is complete. In other societies they might
make a ground breaking ceremony where a golden is shovel is used symbolically to commence
the building work. (Even if we may have heard of an הנחת אבן הפינהin our own circles, then you
חינוך הבנים והבנות
2. 2
should know that it is adapted from the general society and is often used as a fundraising
opportunity.) What’s the difference between a house dedication and a ground-breaking
ceremony? At a ground breaking ceremony every possibility exists. One can take the tools and
build whatever one wants. At a חנוכת הביתthe house is there; it has X number of rooms and Y
amount of space. At the ceremony you can take that which is there already and dedicate it for
its proper use. That’s the same idea with Chinuch; you have to accept the child for what he is.
The Choivas Hatalmidim writes that the concept of ‘educating a child in his own way’ has always
been important. But until WW1 the world lived in an era of respect and children did what their
parents wanted them to do even if they weren’t educated properly. The upheaval caused by
WW1 and the destruction of family and communal unity brought about the eradication of
respect and from then on חנוך לנער על פי דרכוbecame the only way to educate our children.
Therefore the only way to raise children is to make a ‘ ’חנוכהon what the child has.
This was written in 1930. But imagine if the Piaseczno would have lived today and seen the
disrespect for authority that exists. We know that which the Mishna says בעקבתא דמשיחא חוצפא
.יסגאWhat does that mean? Will there be more Chutzpa as we approach Moshiach than there
was in previous generations? Rav Shimon Schwab writes that Chutzpa has always existed;
children have always wanted to test boundaries. But it used to be that Chutzpa was seen as a
flaw, something was wrong with such a person. The Mishna tells us that there will be an age
that Chutzpa will be seen as a ;מעלהparents will be proud of their children’s Chutzpa to the
point that if a child shows no Chutzpa he might be regarded as having a problem with his self-
esteem. This is what is meant by .חוצפא יסגא
The word חנוכהcomes from the word .חינוךRav S R Hirsch writes that Chanukah is the holiday
for .חינוךRav Hirsch was the Rov in Frankfurt, and the last Rov in Frankfurt before the war was
my grandfather Reb Josef Jonah Zvi Horowitz. He said over once in a speech that the laws
surrounding Chanukah represent the guidelines of .חינוך
Firstly there is .מצות חנוכה: נר איש וביתוThe allegorical lesson is that the Mitzvah of Chinuch is
that every house has its own type of Chinuch. Every house has its own Mesorah.
The מהדריןlight one candle for every extra day of Chanukah; they recognise that a child at each
age needs a different type of education. What may work for younger children will not work as
they grow older.
;והמהדרין מן המהדרין – נר לכל אחד ואחדthis refers to understanding that what worked for one
child won’t work for the next one. One needs to light a new light, open up a separate path for
each child.
חינוך הבנים והבנות
3. 3
Then we know that there is the Machloikes between Beis Shammai and Beis Hillel whether we
light one more candle each night (Starting from 1) or one less than the previous night (starting
from 8). Beis Shammai’s opinion corresponds to the bulls brought on Sukkos in descending
number which represent the 70 gentile nations. The candles are therefore analogous to the
foreign influences that exist and are minimised as the child grows older. When Beis Hillel say
,מוסיפין והולכיןthey view the candles as being analogous with לימודי קודשwhich must increase as
the child grows older.
Then there is the law, .נר חנוכה שהניח למעלה מעשרים אמה – פסולהThe metaphorical lesson over
here is that if you set the bar too high for the child and your goals are above his abilities then
the חינוךis .פסול
Following that is .למטה משלשה טפחים – פסולהIf you don’t help the child to get off the ground,
then this too is a .חינוך פסול
.נר חנוכה מניח על פתח ביתו מבחוץIn the מעוז צורsung after lighting the Chanukah candles, we
say ופרצו חומות מגדליand this is a reference to the ( סורגthe border which marked up until
where gentiles were allowed access and which was ten tefochim high). What was the purpose of
the ?סורגThe Rosh explains that this made the Beis Hamikdosh a – רשות היחידa private domain.
The Greeks didn’t like the differentiation between the public and private domains; they wanted
to bring the culture of the street into our houses. Our world view is quite the opposite; we need
to shut out the influences from the street. And we don’t stop there, we want the light from our
house – represented by the Menorah – to be seen and felt in the street. We need to impact the
outside from within. These are the lessons of Chinuch that we learn from Chanukah.
Yaakov Ovinu called together the Shevotim and gives them what is called the .ברכת יעקב
Now, imagine the scene that took place when Yaakov is about to give his ‘famous last words’. He
calls in Reuven and tells him – words that he’ll remember forever – ' ,פחז כמים אל תותר וכוYou’re
a hasty person, you’ll never be king. Next, he calls Shimon and Levi and tells them ארור אפם כי עז
' – וכוyou have terrible tempers!
Yehuda sees all of this and starts to run away. Till Yaakov calls him back and blesses him – יהודה
' .אתה יודך אחיך וכוThese are very strange brochos! Surprisingly the parshah ends off איש אשר
– כברכתו ברך אותוeveryone got an appropriate brocho.
What type of brocho is it to be admonished as being too hasty or having a terrible temper?
Says Reb Yeruchem – the biggest blessing for a person in this world is to be told his abilities and
limitations. That is what a real brocho is.
Reuven was the oldest of the Shevotim and had a right to expect to lead Klal Yisroel, but because
of his hastiness was disqualified. Imagine had Yaakov never told him about this issue. Reuven
חינוך הבנים והבנות
4. 4
might have walked around his whole life feeling frustrated and disillusioned because he doesn’t
know his limitations. So that’s why Yaakov called him and says warm words – – כחי וראשית אוני
expressing pride in his first born. Yet at the same time he adds – פחז כמים אל תותרbecause you
have the limitation of being too hasty, leave the leadership for others. Yaakov then calls in
Shimon and Levi and compliments them ‘ ’אחיםyou act like brothers. Rav Hirsch explains that
they were the only ones who felt and acted like brothers when Dinah was abducted. But on the
other hand ,ארור אפם כי עזthey had terrible tempers and therefore אחלקם ביעקבI’ll spread you
out amongst Klal Yisroel and you will be teachers, for that’s the job that fits your personality. To
Yehuda he said – אתה יודוךyou showed the ability to admit your responsibility; such behaviour
means that you are fit to be a king.
This, says Reb Yeruchem is the biggest brocho, to be told about your abilities and limitations is a
blessing. Then you will know what to develop and yet also what not to strive for in order not to
feel frustrated.
When you are מחנךyour children, you have to recognise their abilities and limitations. You have
to find the abilities of your children and develop them. It is said about Esther that she was
orphaned and Mordechai raised her like a daughter. Reb Yeruchem writes that when writing
that he raised her, the Megilla uses the word – אומןa word implying .אמונהThis goes to teach us
that Mordechai showed that he believed in her and her abilities. Esther went to live in the
palace of Achashveirosh without divulging her true identity and then had to confront both
Achashveirosh and Homon together – indeed a tremendously difficult mission. The least likely
candidate for the job would be an orphan; someone who might feel insecure and not really sure
of where she really belongs. Nevertheless it was Mordechai’s confidence in her that helped her
develop the abilities inside.
In the Choivas Hatalmidim by the Piaseczno Rebbe, there is an anecdote where two parents
once came to him with a Chinuch issue; they had a child who was extremely stubborn.
So the Rebbe asked them, “Have you tried bribing him?” and the parents assured him that they
had tried that. He continued to ask and said “Did you threaten him, did you punish him, and did
you force him?” and again they replied in the affirmative. The Rebbe smiled and said “If that’s
the case then, that you have a child who isn’t willing to be bribed or threatened, neither forced
nor cajoled that means you have a potential Chassam Sofer on your hands. Who was the
Chassam Sofer? Didn’t he live in a period of strong influence from the Reform and other groups
that bribed and threatened, forced and cajoled and yet he didn’t budge one iota? You son
seems to show the same capabilities”.
In other words, his message was “Look at your child, develop their abilities and accept their
limitations”.
If we have expectations above their abilities, we guarantee to make them feel a failure and they
will vent their frustrations at the people who caused them to feel like that. Therefore the
biggest brocho in the world is when parents raise their children with the system “I know my
חינוך הבנים והבנות
5. 5
child’s strengths and limitations. I accept their limitations and will develop their abilities”. This is
the true application of .חנוך לנער על פי דרכו
Another way of interpreting על פי דרכוis that it is important that a child be educated in a way
that he can relate to; something that is age appropriate.
I heard a pshat in the name of Rav Ungar .זצ''לHe says that when the Oron came back from the
land of the Pelishtim, Dovid was dancing in front of it. However his wife Michal bas Shaul was
upset with his behaviour – as the possuk writes .והיה לבוז בעיני מיכל
Yet what does the possuk say about Michal as a result of her reaction? She had no children till
the day she died. Why did she deserve such a terrible punishment?
Rav Ungar explains that Michal recognised the true spiritual level of Dovid. Therefore according
to his level – that of one who can cleave to the Divine Prescience - he should have stood
emotionless in front of the Oron; totally absorbed – as if in a trance. So why was he dancing?
Because there were many people assembled there and those people couldn’t have related to
Dovid's feelings had he just stood still at such an event; therefore Dovid danced in front of the
Oron as a way of showing the simple people the importance of the Oron. Michal may have even
understood Dovid’s motives, yet she felt that it wasn’t correct for him to lower himself to show
the other people how to respect the Oron.
Hashem’s message to Michal was, “If you think that you’re not supposed to lower yourself in
front of others in order to educate them, then you’re not worthy of raising children. You can’t
tell children ‘I’m an adult, be an adult just like me’. You have to lower yourself to your children
and bring them up slowly”. It wasn’t a punishment for Michal, Hashem simply told her that if she
doesn’t appreciate this point in education – then fine. She won’t have to educate anyone.
When I said this point over once at a wedding in Gateshead, the Rosh Yeshiva Reb Avrohom
Gurwitz came over to me to bring to proof to this point. He quoted from Chazal on this possuk
by Michal ;לא היתה לה יילוד עד יום מותהit was only up until the day that she died that she had no
children, but on the day that she died she gave birth. Michal deserved to have children; she just
didn’t know how to raise them, so they ended up being raised by someone else.
– חנוך לנער על פי דרכוyou have to know how to lower yourself to the child to explain it in their
language and using a methodology that they understand. חנוך לנערhowever doesn’t mean that
you have to lower yourself; that you become their friend. They have enough friends, they just
need parents.
Rav Hirsch brings this point out when he writes on the possuk ,כבד את אביך ואת אמיךread this
homiletically respect your own fatherhood and motherhood; act like a father, act like a mother.
If Hashem granted you the merit of becoming a parent or grandparent then act like that.
Not only does חנוך לנערapply when you are explaining something to the child, but for that
matter when you are rebuking a child or anyone else. The possuk reads ,אל תוכח לץ פן ישנאך
חינוך הבנים והבנות
6. 6
.תוכח לחכם ויאהבךThe Shloh Hakodosh says on this possuk, what does it mean that we
shouldn’t rebuke a ,לץrather we should rebuke a ?חכםIt sounds preposterous! Don’t rebuke
those who need to be rebuked because they don’t like that, go around and look for a חכםand
give him mussar because he likes that. It’s going to be useless!
So the Shloh explains that the possuk is teaching us about the methodology of giving mussar.
One can rebuke someone and tell him – you’re a – לץyou’re a – רשעyou’re bad. That person is
just going to hate you. On the other hand, you can tell someone - You’re great – You’re
wonderful, but what you did ‘pas nicht’ – you can do better. Such rebuke raises a person. This is
how we read the possuk ‘ ’אל תוכח - לץdon’t rebuke a person by calling him a ,לץrather ‘ – תוכח
,’לחכםtell him that he’s a – חכםfrom you we can expect more – then he’ll love you.
In the parshah of the בן סורר ומורהit says that the parents declare their son to be a – זולל וסובא
he’s a drunk! (In contemporary terms we would be talking about a drug addict) and then איננו
– שומע בקולנוhe doesn’t listen to our voices. The Torah tells us – ימות זכאי ואל ימות חייבbetter to
die innocent than to die guilty of serious crimes.
The Gemora (. )סנהדרין ע''אtells us however that in reality the בן סורר ומורהnever occurred. This
is because the criteria for him to be killed are too difficult to be found. For instance it says איננו
– שומע בקולינוthe parents say “our child isn’t listening to our voices”. The Gemora says that the
usage of such grammar in the פסוקinsinuates the degree of synchronization with which the
parents must be heard, be that in voice, appearance and height. Therefore this only applies to
parents who look the same, sound the same and are the same height.
Rav Hirsch writes that when parents educate their children, they can’t give conflicting messages.
Even if they aren’t giving conflicting messages they can’t show conflicting attitudes of
importance; they can’t have a conflict of values, different things that they value. Why? Because
if the parents don’t have a united front, if there is a conflict, then it’s not the child’s fault that he
ended up being a .בן סורר ומורהRather, it’s a problem with the chinuch in the child’s house –
therefore they don’t kill him.
,עד שיהיו שניהם שווים בקולthis means they have to talk the same. – עד שיהיו שניהם שווים במראה
they have to show the same attitude. – עד שיהיו שניהם שווים בקומהthey have to show that they
have the same value system. Only when the parents have the same values can they expect the
child to listen to them.
This is a tremendously important point. I can’t tell you how many times this happens – but being
in Rabbonus for years I see it happening the whole time – parents come to me with a dilemma; a
father prefers to be stricter whereas a mother advocates a more lenient approach (or vice
versa). They want to know what the correct approach is. I tell them “It doesn’t matter which is
right. It’s only important that you say the same thing. I’ve seen children from strict homes that
can become successful, and I’ve seen children from lenient homes that have become successful.
The only house where I haven’t seen success is where the father says one thing and the mother
says another”.
חינוך הבנים והבנות
7. 7
Invariably upon hearing this, one parent will tell the other “You see, you should do it my way...”
The Choivas Hatalmidim asks, How can you educate children in an era in which there is no
respect for authority? He answers that the only way to do it is through being a positive role
model. It may not help educate your children straight away but eventually your children will pick
it up.
Reb Yaakov Kaminestsky use to say, “If you see a father bring his young son to Shul and then
shushkers him when he starts to talk, then one day this son will also shushker his children in
Shul, because that’s what he saw his father doing. If the father would daven peacefully in his
place, then one day the son will do that too”. Chinuch is achieved by role-modelling.
I want to say a vort to conclude. The possuk in Tehillim קי''בreads: אשרי איש ירא את ה' במצוותיו
,חפץ מאדpraiseworthy is the man who fears Hashem, and desires the Mitzvos greatly. This is
then followed by the blessing of ,גבור בארץ יהיה זרעו, דור ישרים יברךhis offspring will be mighty
he will have an upstanding generation who will be blessed. On this possuk the Beis Halevy wrote
two explanations. One he printed and one he didn’t print. We’ll learn both and see why the one
he didn’t print is a better explanation, yet we’ll understand why he didn’t print it.
The Medrash asks – when it says אשרי אישcan it possibly mean ?אשרי איש ולא אשרי אישהSurely
not! For surely a woman can also attain Yiras Shomayim. Rather it insinuates that the praise is
bestowed upon one who achieves Yiras Shomayim when he is still an – אישa younger man. And
the question begs of itself – does it really make such a difference as to when one achieves his
level in Yiras Shomayi? Surely an older person can achieve Yiras Shomayim, so why isn’t he
similarly rewarded?
Answers the Beis Halevy, that for a person’s own merit it really makes no difference as to when
he became a Yerei Shomayim. As long as he has worked on himself to become an ' - עובד הhe
will merit his place in Gan Eden. The possuk is talking about the level of influence over others -
as we can see in the way the following possuk is referring to the blessing in one’s offspring. The
younger that the person is when he attains Yiras Shomayim, the more he can influence his
children. This therefore is the explanation in the possuk. Fortunate is the man who achieved his
Yiras Shomayim when he was young. Why? Because then he will be able to influence his
children.
Then there is the pshat that he didn’t write (An oral tradition that I heard from Reb Dovid
Soloveitchik). The possuk ends off with the words במצוותיו חפץ מאדto which the Medrash infers
– במצוותיוthe person desires the performance of the Mitzvos ולא בשכר מצוותיוand not the
reward of the Mitzvos.
חינוך הבנים והבנות
8. 8
The question is, that it is true that it is ideal to serve Hashem with pure motives, but don’t we
know that even if someone can’t perform his Mitzvos לשמהthen he can do it also ?שלא שלמה
( .)שמתוך שלא לשמה בא לשמהWhat’s so wrong with ?שלא לשמה
The Beis Halevy gives a frightening answer, children may not listen to what we say but at least
they copy what we do. home! Whatever motivates the parents, then that will be what the
children gather and then they apply it to their life, culture and society.
To illustrate, there might be a person who desire for honour is so great it motivates him to
become a Dayan. It’s a respectable position that leaves room for a lot of honour. Under different
circumstances this person’s son might become a priest! What motivated to him to become
pries? He learnt from his father to pursue honour and glory, so if society honours men of a
different cloth, then he might venture into foreign houses of worship in order to achieve
prominence.
You might have another person who is prepared to wake up early and daven vosikin (with the
sunrise). But his motive isn’t to fulfil the verse ... ,ויראוך עם שמשit’s just that people will say “ah
there goes the vosikin Yied. His son might pick up on his dedication to working hard to achieve
what’s importance and rise early to open his office on a Shabbos morning.
So although working שלא לשמהmight be okay, it isn’t enough when trying to influence others.
For to be an influence over others there must a worship with genuine motives. That’s why the
Medrash tells us that the influence can only be successful if we love the Mitzvos and not just the
reward for Mitzvos. If we serve Hashem out of the love for reward, then our children might pick
up the reward from foreign sources. The fundamental point is that children copy their parent’s
motivations, attitudes, strivings and aspirations but not merely their actions.
I think that the second vort is nicer. But why do I say that? And why didn’t the Beis Halevy write
this down too? Reb Chaim Brisker, the son of the Brisker Rov said over that his father lived in a
time when many families, including prominent ones were suffering as a result of their children
having left the fold; they became heretics and mechaleli Shabbos. The parents may not have
understood why this had happened, cannot fathoming why their home bore such offspring.
They sought solace in the idea that it was an outcome of the change in society in general that
caused this. “I was worried”, said the Beis Halevy, “that someone might read this vort and
suddenly realise ‘maybe it is my fault’. Therefore it isn’t worthwhile to print the best vort if it
will hurt a person who is already broken”.
Let us recap the fundamental points of Chinuch: start when a child is young and it has to be age
appropriate and then continue as the child gets older. Chinuch has to be – על פי דרכוaccording
to the innate natures that Hashem gave the child. It means to accept a child’s limitations and
recognise their abilities. If rebuke has to take place, it has to be positive. The parents must give
over their message in the same voice. The primary mode of Chinuch today is by role modelling,
primarily our motivations. If we can do this and strive for this, then with a lot of tefilla we should
all merit .גבור בארץ יהיה זרעו
חינוך הבנים והבנות