The Four Phases of Learning a Sefer in Nach

This post actually began as a preface to another post I'd like to write on "How to Learn Tehilim." Eventually I realized that this preface was long enough to be its own post. 

Click here for a printer-friendly version of this blog post.

Artwork: Pore Over the Pages, by Magali Villeneuve

The Four Phases of Learning a Sefer in Nach

On average, I teach a new sefer of Nach each year. Some of these sefarim I've learned on my own before teaching them; others I teach and learn for the first time, at the same time. Thus far I've taught eleven out of the thirty sefarim of Nach.

Whenever I learn a sefer of Nach, I typically proceed through the following four stages:

Phase #1 - Floundering in Chaos: When I learn a sefer for the first time, I feel like I have no idea what it's about or how to approach it. Maybe "no idea" is an exaggeration; for example, I knew Sefer Yirmiyahu is about the destruction of the Beis ha'Mikdash, and that Sefer Yonah is about Yonah's prophetic mission to Ninveh, and that Sefer Daniel is about Daniel's life in Bavel. What I mean is that I don't know what the purpose of the sefer is - or how it fits into the Torah regimen - and I certainly don't know how best to approach the sefer in order to achieve that purpose. 

Phase #2 - Discovery of Order and Direction: Eventually, after immersing myself in the sefer on a bekius and b'iyun level for an extended period of time, I gradually begin to sense order in the chaos. Usually I'll find one or two meforshim who point to the purpose of the sefer and give me enough to work with to be able to start learning the sefer in a consistent manner. By following their guidance and my intuition, I'll eventually be able to work out some concrete method of approaching the sefer - enough to be able to "test it out" and get results. At this stage I still have a healthy sense of doubt about the soundness of my approach, but the only way to test these doubts is to forge ahead and test out my theories. 

Phase #3 - Development of Method and Purpose: After much trial and effort, I'll arrive at the point where I am confident that my understanding of the purpose of the sefer is on the right track (even if not spot-on) and that my method of approaching the sefer is a valid one (at least, insofar as it gets good results). At this point I'll set aside my lingering doubts and proceed on the assumption that I am correct. My aim switches from the question of "Is this the right approach?" to "What can I learn from this sefer by using this approach?" I take the method as far as it can go, learning as much as I can while working out any leftover kinks and gaps in the method. 

Phase #4 - Refinement of Method and Purpose: The line between Phase #3 and Phase #4 isn't always clear, but I usually know when I'm in Phase #4. Usually I'll arrive at this phase after successfully teaching the sefer for a semester or a year at Phase #3, or after learning the sefer at Phase #3 for a year or two. I feel confident enough to give shiur on this sefer to a more advanced audience, and to advise others on how to learn and teach the sefer.

Phase #5 - Reboot: (What? Phase #5? I thought this post claims that there are only four phases?) I decided to acknowledge Phase #5 because I know it exists, even though I can't say I've gotten there yet with any sefer. Phase #5 occurs when a person's current theoretical framework reaches the point where the questions, difficulties, and/or insights lead to a complete revolution of understanding - the same way this happens with any scientific theory. When one's level of comprehension reaches this stage, it's time to set aside one's paradigm, return to the drawing board, and start from scratch - through fresh eyes, with a fresh mind. 

[Similarly, I've seen the meforshim (e.g. Ibn Ezra, Ralbag, Malbim) write in the introductions to their commentaries things like: "I've studied the commentaries of my predecessors and found that none of them have done a satisfactory job of explaining this sefer in accordance with its true meaning. For this reason, I have seen fit to write my own commentary with my own approach." I'm sure that most (if not all) these meforshim proceeded through Phases #1-4 with the help of their predecessors, and only after "completing" Phase #4 using a "tested method" arrived at their conclusion that this method was lacking. While you could argue that this should all be included in their Phase #2 or Phase #3, it is certainly possible that was experienced by them as a Phase #5.]

Here are a few examples of sefarim I've taught in my classes, and which phase I am currently at for each:

Phase #4 - Mishlei, Koheles, and Iyov: These are the sefarim for which I am the most confident in my approach. I've learned them and taught them for years, and I have enough confidence in my understanding and in my methods to "have a shitah" on what these sefarim are about, what their main ideas are, and how to approach them - even though I haven't learned through these sefarim in their entirety yet. 

Phase #3 - Yonah, Tehilim, Daniel: I feel comfortable enough in my understanding of these sefarim to teach them, and to feel that I've done them justice. Either I have a methodology of my own with which to approach them, or I have a solid handle on one of the meforshim's approaches to be able to know my way around the sefer.

Phase #2 - Yirmiyahu, Melachim II, Esther: I can definitely teach these sefarim, but unlike the sefarim in Phases #4 and 3 which will be perceived by my students as unified and purposeful, these Phase #2 sefarim will feel like a series of loosely connected ideas. Don't get me wrong: the ideas I have learned from these sefarim are solid, but I don't feel that I've gotten to the core of the books themselves. I can't say: "This is the real purpose/message/theme/methodology of Sefer _____."  

Phase #1 - Shir ha'Shirim and Yeshayahu: These two sefarim have been classified as Phase #1 for different reasons. In the case of Shir ha'Shirim I have a sense of what it's about and how it fits into the Torah regimen. I just haven't found any inroads yet. Whenever I try to learn it, I feel paralyzed - especially since the whole thing is an allegory, and I am at a loss to know how to approach it. The meforshim make things even more confusing, since each of them seems to have a different take. Yeshayahu, on the other hand, is more accessible in the particulars. There are pesukim, paragraphs, and even whole chapters that I feel I have a handle on. But as for the sefer as a whole? - I'm totally lost. Ditto for the methodology. 

Being aware of these four phases is helpful for me, even if it's not always clear "where I'm holding." Having a sense of where I'm at helps me to better plan how I am going to teach the material. 

For example, if I know I'm going to teach a sefer at Phase #2, I'll incorporate the element of discovery into the way I teach. I might begin the semester by presenting several theories from different meforshim for what the sefer is about, and revisit these theories as we move through the sefer in an effort to figure out which theory fits best. Alternatively, I might treat the question, "What is this sefer about?" as one of the main missions of our learning. And when, over the course of teaching the material, I begin to discover an answer to that question, I share that experience of discovery with my students, and they love it!

If I'm at Phase #3 then I know my job will be to spend that year of teaching honing and tweaking my approach to the point where I'll be at Phase #4 by the next time I teach it.

And if I'm still at Phase #1 I'll ask my principal if I can do a broad overview of the sefer the first time I teach it, rather than trying to teach the material in-depth and "failing." 

Anyway, I just thought I'd share this with you in case you found it useful.