Showing posts with label Mishlei. Show all posts
Showing posts with label Mishlei. Show all posts

Thursday, June 23, 2022

Leo Tolstoy, Eishes Chayil, and Caring What Others Think

This week's Torah content has been sponsored by Naomi Mann in honor of Rabbi Moskowitz zt"l, whose shloshim is this week.

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Leo and Sophia Tolstoy



Leo Tolstoy, Eishes Chayil, and Caring What Others Think

The following quotation is attributed to Russian novelist Leo Tolstoy: "If you care too much about being praised, in the end you will not accomplish anything serious ... Let the judgments of others be the consequence of your deeds, not their purpose.” This advice bears a striking resemblance to the final pasuk of Eishes Chayil at the conclusion of Sefer Mishlei. Here is that pasuk in context:

Her children arise and laud her; her husband, and he praises her, [saying]: “Many daughters have been successful, but you surpass them all.” Popularity is false and beauty is fleeting, but a woman who fears Hashem, she should be praised. Give her of the fruit of her hands, and let her actions praise her in the gates. (Mishlei 31:28-31)

Shlomo ha’Melech’s “give her of the fruit of her hands, and let her actions praise her in the gates” corresponds precisely to Tolstoy’s “Let the judgments of others be the consequence of your deeds.”

There are people who are obsessed with what others think. These are the people who, in Tolstoy’s words, “Let the judgments of others be … their purpose.” These are the same people whom Shlomo ha’Melech warns about the falsehood of popularity and the temporary nature of beauty. There are other people who have reached such a high level that they don’t care at all what people think. They are the ones whom the Rambam characterizes as “serving Hashem out of love,” who “act in line with truth because it is true” (Rambam, Laws of Teshuvah 10:2). They are neither elated by praise nor are they distraught by disapproval.

Tolstoy and Shlomo are both allowing their audience to care about what people think, provided they do so in a healthier way. This is why Tolstoy warns against “[caring] too much about being praised,” and permits his audience to attend to the judgments of others, as long as those judgments aren’t the purpose of their actions. Likewise, Shlomo is talking to a woman who values praise, and whose children and husband regularly praise her. He merely warns her not to fall for the criteria of praise held by most women, but instead, to value being praised as God-fearing (i.e. one who acts based on wisdom), allowing the long-term benefits of her actions to speak for themselves rather than clamoring for approbation in the present.

This is a realistic approach. Caring too much about praise is guaranteed to end in disaster but attempting to quit one’s addiction to praise “cold turkey” is equally foolhardy. As social animals, we are hardwired to care what others think. Any attempt to override this by sheer force of will is bound to backfire. The transition to lishmah (doing what is good for its own sake) must come about gradually and organically. The trick is to find middle-ground strategies to facilitate that transition. Another excellent example of this can be seen in the words of Socrates to his student, Crito, who was concerned with his own reputation:

But why, my dear Crito, should we care about the opinion of the many? … We must not regard what the many say of us: but what he, the one man who has understanding of just and unjust, will say, and what the truth will say. And therefore you begin in error when you advise that we should regard the opinion of the many about just and unjust, good and evil, honorable and dishonorable.

Socrates doesn’t tell Crito, “You shouldn’t care what anyone thinks!” nor does he say, “Just do what’s right and ignore everything else!” Instead, he invites Crito to imagine truth, goodness, and justice in the form of an actual person’s opinion – a “man who has understanding of just and unjust” – and urges him to care about what that person would say. The Torah accomplishes the same thing by personifying Hashem and urging us to care about how we appear in His eyes rather than in the eyes of man. Such is the way of Torah: not to quash the yetzer ha’ra (evil inclination), but to channel it and direct it towards a higher end.
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If you would like to sponsor a day's or a week's worth of content, or if you are interested in enlisting my services as a teacher or tutor, you can reach me at rabbischneeweiss at gmail.com. Thank you to my listeners for listening, thank you to my readers for reading, and thank you to my supporters for supporting my efforts to make Torah ideas available and accessible to everyone.

Thursday, July 15, 2021

Hunting for Treasure vs. Panning for Gold on the Beaches of Nome

This week's Torah content is sponsored by the Reznik family in dedication to the loving memory of Silvia Tanzer (Sora Hesha bas Chaim Moshe) and Irving Tanzer (Yisroel ben Yechezkel).

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Hunting for Treasure vs. Panning for Gold on the Beaches of Nome

According to Mishlei (Proverbs), you will achieve success in your quest for chochmah (wisdom) and tevunah (understanding) if you search for it “like you search for hidden treasures” (2:4). Rabbeinu Yonah explains:

[This means] that the wisdom is sweet to his soul, and working for it will not be a toil for him, due to the abundant love, in the manner of: “it was like a few days in his eyes, due to his love of her” (Bereishis 29:29). It will be like one who searches for hidden treasures, who is told that there is a treasure in this house or in this valley: the quest for the hidden treasure will not be a toil for him, due to [the prospect in] his mind of finding great wealth in one location and becoming instantly rich.

In other words, if you learn with the mentality of a treasure hunter who hopes to hit the mother lode, then learning will not be a toil for you, since it will be fueled by excitement and the hope of being rewarded with instant wealth. But unlike the treasure hunter, whose hope will likely prove to be a fantasy, the seeker of chochmah and tevunah really can strike it rich!

Thank God, the more I learn, the more this treasure hunting mentality has come to characterize my own learning. However, this same mentality has occasionally proven to be an impediment when it comes to teaching. When I was a high school teacher, I had no problem teaching “basic ideas,” since my students were all new to learning. Once I started teaching in yeshiva in the Fall of 2020, I felt a tremendous pressure to come up with major chidushim (new insights) in everything I taught. I’d feel this way in many of my daily shiurim and especially when I’d give a shiur to the whole community. But this wasn’t the first time I’ve experienced this type of pressure. I’ve gone through phases in which my writing suffers from the same problem. I end up feeling like I shouldn’t write an article unless it contains some groundbreaking chidush that will be seen as valuable to all, laypeople and chachamim alike, and this leads to writer’s block.

I am pleased to report that my “Summer 2021 Experiment” of writing one-page articles has counteracted this pressure. I am reminded of another Mishleic mashal (metaphor) for chochmah, stated in the previous chapter: “Chochmah calls out in the streets, in the public squares she gives forth her voice, at the heads of noisy [streets], at the entrances of gates, she gives forth her words” (1:20-21). In contrast to the treasure hunting mashal of Chapter 2, which depicts the scarcity and hidden nature of chochmah, the mashal of Chapter 1 emphasizes its ubiquity and vociferousness: chochmah is on every street corner, wherever you look, and it’s constantly shouting and clamoring to get your attention! In my case, now that I’m looking for “one-page ideas” to write about, I’m noticing them everywhere, which is fantastic!

If I were to create a highly specific mashal which combines these two mashalim, I’d borrow from Shlomo ha’Melech’s comparison of chochmah to gold (see 8:10,18 and 16:16) and I would liken my Summer 2021 experience to panning for gold on the golden beaches of Nome. According to Wikipedia:

The Nome Gold Rush was a gold rush in Nome, Alaska, approximately 1899–1909. It is separated from other gold rushes by the ease with which gold could be obtained. Much of the gold was lying in the beach sand of the landing place and could be recovered without any need for a claim. Total production of gold from the area is estimated to be 112 metric tons.

Chochmah is like Nome’s gold: it’s there in the sand, ready for the taking, and there’s plenty to share.
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If you've gained from what you've learned here, please consider contributing to my Patreon at www.patreon.com/rabbischneeweiss. Alternatively, if you would like to make a direct contribution to the "Rabbi Schneeweiss Torah Content Fund," my Venmo is @Matt-Schneeweiss, and my Zelle/Chase QuickPay and PayPal are mattschneeweiss at gmail.com. Even a small contribution goes a long way to covering the costs of my podcasts, and will provide me with the financial freedom to produce even more Torah content for you

If you would like to sponsor an article, shiur, or podcast episode, or if you are interested in enlisting my services as a teacher or tutor, you can reach me at rabbischneeweiss at gmail.com. Thank you to my listeners for listening, thank you to my readers for reading, and thank you to my supporters for supporting my efforts to make Torah ideas available and accessible to everyone. 

Be sure to check out my YouTube channel and my podcasts: "The Mishlei Podcast""The Stoic Jew" Podcast"Rambam Bekius" Podcast"Machshavah Lab" Podcast"The Tefilah Podcast"  For the full guide to all of my Torah content, click here

Wednesday, June 14, 2017

The Mishleic Spectrum: A Glossary of Mishlei Personalities

If you are interested in Mishlei methodology, I highly recommend that you read Saadia Gaon's Introduction to MishleiHow to Learn Mishlei: a Step by Step Guide, and Mishlei Methodology: Meiri - Nigleh and Nistar. Those three posts, together with this one, constitute my online "Mishlei 101" class. 

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The terms on this chart will be translated, defined, and explained in the post below - after an introduction. 


The Mishleic Spectrum: A Glossary of Mishlei Personalities

What This Is, and What This Is Not

Several years ago my Mishlei rebbi and I sat down to write a book on Mishlei. Our goal was to write a "Mishlei Primer" comprised of three parts: (1) a methodological "How to Learn Mishlei" guide, and (2) a Mishlei Glossary, in which we would provide definitions for the many terms and personalities of Mishlei, and (3) a "sampler" of pesukim and their explanations, in accordance with our method.

We decided to begin our research with two of the most obscure Mishleic personalities: the bogeid ("Traitor") and the bliyaal ("Lawless Person"). We ended up spending the whole summer trying to define those two personalities, and we didn't get any further. The following year we tackled the atzel ("Lazy Person"), and spent the whole summer working on that. Suffice it to say, writing a Mishlei glossary was more difficult than we thought at the outset. We shelved the project and haven't returned to it since.  

In retrospect, I think that the standard we established for ourselves was too high. We set out to define each of these terms to the best of our understanding, with the greatest degree of certainty we could muster. This led to a continual revision, re-revision, and re-re-revision of our definitions. For instance, we ended up learning through every pasuk in Mishlei about laziness a total of six times; we started with the first pasuk, then moved on to the second, and so on - but by the time we got to the final pasuk, we felt the need to relearn all of the pesukim again in light of our updated understanding. This was great in terms of our own learning, but not great in terms of our project.

Perhaps what we should have done is to try to figure out working definitions instead of absolute definitions. Our goal should have been to provide definitions which were clear to enable the beginner to get started, but without aiming to definitively proclaim, "This is Mishlei's definition of tzadik" or "This is what Shlomo ha'Melech meant by chochmah." 

This more realistic goal is what I intend to accomplish here, in my rough draft of a "Mishleic Glossary." My goal is to provide working definitions - NOT absolute, authoritative, definitive definitions - of primary, secondary, and some tertiary Mishleic personalities. This definitions in this dictionary should be clear enough to consult and use in case you get stuck on a pasuk and need to "plug in" a definition to work with until you are able to arrive at your own understanding.

Understanding Mishleic Labels

It should be noted that Mishlei speaks in absolutes. Shlomo ha'Melech will say things like, "The ksil (fool) does such-and-such, but the chacham (wise man) does such-and-such" - as if "the ksil" and "the chacham" are living, breathing individuals whom you might run into one day on the street. 

In reality, this isn't the case. Real human beings are complex, and don't fit neatly into Mishleic labels. It is entirely possible for the same individual to be a chacham in his business dealings, an atzel when it comes to Torah study, a rasha in his relationships, and a chasid in halacha. To an extent, we all have elements of ALL Mishleic characteristics within ourselves, in different proportions. 

Mishlei's labels should be thought of as archetypes or paradigms. From a pedagogical standpoint, it is much easier for Shlomo ha'Melech to teach the reader how to become a chacham and avoid the pitfalls of a fool by describing "pristine" decision-making scenarios involving a prototypical chacham character and a prototypical fool character as his foil. 

Sources (or Lack Thereof)

Each of the meforshim (commentators) on Mishlei has his own understanding of the terms we are about to discuss. Some meforshim state their definitions explicitly and bring support from other pesukim or Chazal. Other meforshiim simply explain the pesukim in accordance with their understanding, and the reader of Mishlei must infer their implicit definitions. 

The definitions in this post reflect my current "working definitions" as of June 13th, 2017. Some of these can be traced back to explicit statements provided by pesukim, statements of Chazal, and other meforshim; other definitions I have inferred from their commentaries, some of these definitions are from my Mishlei rebbi, and some are the result of my own Mishleic knowledge and intuition (which I have been cultivating over the past 16 years of uninterrupted Mishlei learning). 

Likewise, the arrangement of these Mishleic personalities on a spectrum is the result of my own analysis, synthesized from a number of different meforshim. There is no unanimous agreement as to where each personality falls out on the spectrum. For example, some (like myself) view the tzadik as a further development of the yashar; others flip the two. 

I have chosen not to cite any sources for these definitions, since this would be a herculean task which I am not up to at the moment. Instead, I will now identify my "go to" meforshim from which these definitions were drawn. The five meforshim I used the most, in order, are: Meiri, Rabbeinu Yonah, Saadia Gaon, Metzudas David,  and Ralbag. These are the five meforshim who, along with my Mishlei rebbi, gave me a derech (method) of Mishlei, and have shaped my development of my own derech.

Color Code

I've decided to color-code the labels in my spectrum, to add a layer of clarity:



Without further ado, here are sixteen Mishleic personalities - presented in the most suitable conceptual order. 

A Glossary of Mishleic Personalities

Primary Mishleic Personalities: these are the ones I focus on in my introductory Mishlei classes, since they are the most basic; all other personalities are subdivisions within these. 

1. נער - Naar ("Youth"): the average person who hasn't learned Mishlei. The term "youth" isn't a reference to age, but to wisdom - just as the Torah uses zakein ("elder") in reference to someone who has acquired much wisdom, regardless of his age. The naar has had enough life experience to form his own views, personality, and habits, but for the most part, he has no major flaws which stand in the way of Mishlei learning and Mishleic development. The naar is one of the audience members for whom Shlomo ha'Melech intended his book, as it is stated: "to [provide] the naar with knowledge and intelligent planning" (Mishlei 1:4).

2. חכם - Chacham ("Wise Person"): one who makes decisions based on long-term consequences. Chazal express this definition in the dictum: "Who is a chacham? One who sees the consequences [of his decisions]" (Tamid 32a). The chacham wants to maximize pleasure and minimize pain. He realizes that in order to do this, he must make decisions using his intellect and not just act based on his feelings and whims. When faced with a decision the chacham will weigh the long-term benefits/pleasures against the short-term pain/harm, and the long-term painful/harmful consequences against the short term pleasures/benefits. Shlomo ha'Melech also intended Mishlei to be learned by chachamim, who are still developing in their chochmah towards becoming tzadikim, as it is stated: "the chacham will hear [the words of Mishlei] and increase his learning" (Mishlei 1:4).

3. אויל - Eveel ("Foolish Person"): one who seeks immediate gratification. The eveel is the opposite of the chacham. He is so caught up in his single-minded pursuit of immediate gratification that he will choose short-term pleasure/benefit even if this brings about long-term pain/harm, and he will forego long-term pleasure/benefit if the price is short-term pain/harm. This severely limits the perspective of the eveel, restricting his view of reality to a superficial level. Although it might be possible to reach the eveel through Mishlei, this is an uphill battle. For this reason, the eveel is not included in Shlomo ha'Melech's intended readership.

NOTE: Mishleic fools (i.e. eveel, ksil, pesi, arum, etc.) should NOT be thought of as "stupid" in the sense of having a low IQ, nor should they be thought of as bumbling imbeciles. In Mishlei "foolishness" refers to a flawed pattern/habit of decision-making - not a lack of intelligence. It is possible to be extremely smart but still be classified as a "fool" according to Mishlei. 

4. כסיל - Ksil ("Fool"): one who is addicted to immediate gratification to the extent that he unconsciously expects reality to align itself with his desires. The ksil is similar to the eveel in his superficial outlook on reality and his focus on immediate gratification - so similar, in fact, that many of the meforshim seem to regard the two terms as synonyms. But to my mind, there is one important difference: the ksil has an arrogance which the eveel lacks. The eveel's resistance to chochmah stems from his dim recognition that chochmah threatens his mindless pursuit of immediate gratification. In contrast, the ksil is attached to a worldview with himself at the center; his resistance to chochmah stems from his vested interest in this egocentric worldview. Unlike the chacham, who recognizes that he must align himself with reality to get what he wants, the ksil expects reality to yield to his will. The difference between the eveel and the ksil might seem minor, but it is this modicum of arrogance which allows the ksil to develop into something worse (i.e. leftward on the Mishleic spectrum), whereas the eveel will usually remain locked in place. Furthermore, the ksil displays a degree of stubbornness and close-mindedness which the eveel lacks. To use an analogy: if chochmah is the father, the eveel is the kid being dragged to the school bus kicking and screaming, whereas the ksil is the kid with crossed arms and an angry face who has firmly planted himself behind the locked doors of his bedroom.

5. צדיק - Tzadik ("Righteous Person" or "Person of Justice"): one who makes decisions based on the good of the system, as a whole, of which he is a part. The tzadik may be thought of as "the finished product" of the Mishlei Program. Like the chacham, the tzadik thinks long-term, but whereas the chacham's long-term thinking is linear - and therefore, limited - the tzadik's is systemic. For those who think visually, perhaps this diagram will clarify what I mean by "linear" vs. "systemic":

Here is the explanation of this diagram:

  • The perspective of the eveel is limited in two ways: (a) his thinking is extremely short-term, and (b) when he does think ahead, he can only think in a linear fashion ("If I do A, then B will happen.") 
  • The perspective of the chacham is broader: (a) his thinking is long-term, but (b) it is also limited to a linear perspective.
  • The perspective of the tzadik is even broader than that: (a) his thinking is long-term, but extends beyond the long-term thinking of the chacham because (b) he thinks systemically ("If I do A, this will have an impact on the entire system, which will bring about B, C, D, etc."). 
To further clarify, here are three examples to illustrate the differences between the decision-making of an eveel, a chacham, and a tzadik.

SCENARIO #1: LOST OBJECT
  • When an eveel encounters a lost object, he will either take it for himself, if he wants it (seeking of short-term pleasure), or he will leave it there and move on if he doesn't want it (avoidance of short-term pain).
  • A chacham would make an effort (short-term pain) to return the lost object to its owner knowing that this might yield long-term benefits (e.g. a reward, goodwill, being owed a favor, increasing the likelihood that the owner of the lost object will look out for the chacham's lost objects, being viewed as an honest and caring person, etc.). 
  • A tzadik would also return the lost object; he is aware of the long-term benefits that motivated the chacham, but he will think beyond those benefits and consider how his action will impact the system of which he is a part. The tzadik knows that by returning this lost object, he will contributing to a society (e.g. school, workplace, neighborhood, etc.) in which people care about each other's possessions. Such a society is beneficial for all of its members - including the tzadik himself. For this reason, the tzadik - unlike the chacham - will return the lost object even if there is no chance of a direct personal benefit which will result from his efforts. He views the short-term cost of returning the lost object as an investment in the greater long-term benefits of shaping his society for the better.
SCENARIO #2: STEALING
  • An eveel will have no problem cheating or stealing. The prospect of immediate gain will overshadow the consequences that he might suffer as a result. He is likely to either not think about the possibility of getting caught, or hastily convince himself that he won't get caught.
  • A chacham will refrain from cheating and stealing. He knows that the consequences of getting caught far outweigh the short-term gains. He knows that even if he doesn't get caught this time, it will be extremely difficult to limit himself after stealing just one time. That initial crime will make it easier for him to rationalize stealing again, and again, and again. Eventually, he will get sloppy, or take too big of a risk, and he will get caught and suffer the consequences. Moreover, this will tarnish his reputation, which will make it even harder to make an honest profit in the future.
  • A tzadik will factor in all of the pros and cons considered by the chacham, but he will also think about how his actions will impact the system of which he is a part. For example, if he steals a pen from his colleague in the office, this might lead his colleague to feel that it is okay to do the same thing. Not only would this put his own pens in danger from being stolen by that colleague, but it would push the entire office one step closer to being a society in which people don't respect each other's ownership. This disregard for personal property might extend to other areas as well (e.g. failing to clean up after themselves in the cafeteria, not pulling their weight in shared responsibilities, not being willing to cover for each other in extenuating circumstances). This might seem like a slippery slope type argument, but the tzadik knows that this is how systems devolve: one self-centered decision at a time. "No snowflake in an avalanche ever feels responsible."
SCENARIO #3: EATING
  • An eveel will eat foods which yield short-term pleasure and will shun foods which would bring him short-term displeasure - even if these eating habits leads to harmful consequences in the long run (e.g. health problems, image problems, financial costs) and the withholding of long-term benefits (e.g. living longer, being able to enjoy old age, being able to continue eating the foods that he has become accustomed to enjoy).
  • A chacham will eat foods which yield long-term benefit/pleasure and enable him to avoid long-term pain/harm - exactly the opposite of the eveel.
  • A tzadik shares all of the chacham's motives, but his concern will extend beyond these personal, linear benefits to the entirety of system of which he is a part. For example, if he is a father in a household with a wife and kids, he will eat healthy for his own sake and for the sake of his family as well. Maintaining his long-term health will increase the chances of him being there for his family in the future. If he and his wife eat healthy, their kids will grow up eating healthy as well. Not only will they benefit from the diet itself, but they will have grown up with parents who regularly exercised self-control in the realm of the appetitive. Not only that, but if he and his wife eat healthy, and their kids eat healthy, then this increases the likelihood of healthy progeny all the way down the line. 
I hope the diagram and scenarios clarified these three terms. Back to the glossary.

6. חסיד - Chasid ("Pious Person"): one who goes beyond what is required. This definition is intentionally vague because it deals with a subject matter outside of Mishlei; its usage will differ based on the framework and context in which it is used. For example, in Tehilim the term "chasid" has to do with one's relationship to Hashem - going beyond what is required and acting in accordance with His design and His plan. In Pirkei Avos, the term "chasid" denotes lifnim mi'shuras ha'din (going "beyond the letter of the law") within the system of Taryag Mitzvos. In the Rambam's Hilchos Deos, the term "chasid" refers to an extra degree of vigilance and management in one's own ethical development. The common denominator is that a chasid's actions are characterized by chesed ("excess"), going beyond what is required. I only included the term in this glossary to show that it is barely dealt with in Mishlei. 

7. רשע - Rasha ("Evil Person"): one who seeks to impose his own system onto reality in order to achieve power and greatness. The rasha is the opposite of the tzadik. The tzadik strives to understand the system of which he is a part, and to facilitate the good of that system as a whole. In contrast, the rasha wishes to dominate others and to emerge on top as the greatest and most powerful being. He will do whatever it takes to force this design upon the existing circumstances. Since this is an artificial scheme, rooted in a fantasy-driven megalomania, it will inevitably clash with what is good for the other members of the system, and many people will be trampled and harmed in the rasha's rise to power. The rasha's personality is best exemplified by people like Paroh, Haman, and Hitler (shem reshaim yirkav) - all of whom sought to subjugate others in an attempt to reshape the world into a shrine for their own glory. Ultimately, the rasha is doomed to fail when his delusional master plan clashes with reality. For Paroh, this failure was brought about by Hashem; for Haman, it was orchestrated by Mordechai and Esther; for Hitler, it resulted from his overambitious attempts to extend his reign beyond what was possible (e.g. his failed attempt to invade the Soviet Union).

NOTE: For the most part, each term on the right-hand side of the spectrum builds upon, and includes, the qualities of the previous level. For example, the tzadik includes all the characteristics of the navon, who includes all the features of the chacham. But on the left-hand side of the spectrum, this isn't necessarily true. The ksil embodies all the qualities of the eveel, but the rasha doesn't share the features with either of them. In fact, in order to be a rasha, one must possess the long-term thinking of the chacham. Consider Hitler. He certainly wasn't an eveel or a ksil. Hitler needed to think long-term - and even forego immediate pleasure and endure immediate pain - in order to realize his ego-maniacal vision. The only area in which the rasha is a ksil is when it comes to the end-game. The rasha is blind to the fact that his grand vision is built upon a foundation of falsehood fueled by a denial of reality (i.e. refusal to acknowledge that he is a limited, finite particular within a natural system - not an omnipotent god-like ruler of a self-glorifying system of his own design).

Secondary Mishlei Personalities: these show up with near-equal frequency, but represent variations on - and transitional phases between - the basic personality types. 

8. פתי - Pesi ("Naive Simpleton"): one who is easily "seduced" (mispateh) by his own emotions. The pesi is extremely subject to external influences. The principle which drives his life may be summed up as follows: if it feels true then it is true, and if it feels good then it is good; likewise it feels bad then it is bad, and if it feels false then it is false. The pesi shares qualities with the eveel and the naar. He resembles the eveel in that he views reality in a superficial way. He resembles the naar in that he can be positively influenced by Mishlei. The eveel and the ksil are "locked" into their flawed ways of thinking. The pesi, thanks to his malleable mind, can be guided towards the good by chachamim and tzadikim. For this reason, Shlomo ha'Melech included the pesi in his intended audience - something he didn't do for any other Mishleic fool - as it is stated: "to provide pesaim with cunning" (Mishlei 1:4).

9. ערום - Arum ("Cunning Person"): one who has a working knowledge of how emotions influence decision-making. You'll notice that the arum appears in two places on the spectrum: slightly to the right of the naar (on "the good side") and on the borderline of the group of the evildoers (on "the bad side"). The reason for this is simple: the arum's cunning (i.e. his working knowledge of the psyche and its capacity to influence behavior) is a tremendous gift which can aid his development into a chacham or be used in the pursuit of foolish or wicked ends. The arum has a leg up over the naar because he is keenly aware of how much his own thinking might be influenced by his emotions; if he is wise, this will give him pause in his decision-making - and if he makes this into a habit, then he will be well on his way to becoming a chacham. On the other hand, the arum is also in the perfect position to manipulate others for sinister purposes - as the Torah itself states, "The snake was more cunning than all the other beasts of the field" (Bereishis 3:1). This type of cunning is a valuable tool in the rasha's arsenal, and is essential for his success. In short, the arum is a potential chacham and a potential rasha.

10. נבון - Navon ("Understanding Person"): an abstract thinker (i.e. one who can inductively derive new universal principles from particulars and deductively apply universals to new particulars). This is one of the few definitions which all of the meforshim agree upon. The question is: How does he fit into this spectrum? I'm not entirely clear on that point. Descriptively, the navon represents the transitional stage between the chacham and the tzadik. The chacham must be able to do more than see the long-term consequences of a particular decision. He must be able to uncover universal principles of decision-making from his day-to-day situations, which will allow him to expand his chochmah to new scenarios. Abstract thinking is also necessary to break out of the linear thinking of the chacham and to view things systemically like the tzadik. The navon is also mentioned as a primary audience of Mishlei, as it is stated: "[through Mishlei] a navon will acquire strategies" (Mishlei 1:4).

11. לץ - Leitz ("Scoffer"): an egotistical person who is malicious in speech (but not in action). This definition comes directly from a pasuk in Mishlei: "The arrogant malicious one - 'leitz' is his name" (21:24). The leitz has a massively inflated ego which stems from a deep-seated feeling of deficiency and inferiority. Instead of dealing with his flaws through chochmah, he denies his imperfections and degrades others to artificially boost his self-esteem. His self-confidence is so low that he doesn't even take proactive measures to boost his own standing, but instead takes the cowardly approach of speaking rechilus (gossip), lashon ha'ra (negative speech), and hotzaas shem ra (slander) behind people's backs. The leitz is the school bully - not the one that beats kids up and steals their lunch money, but the one who cuts them with hurtful words and makes fun of them in public. The best and worst thing about the leitz is that he is all talk, and no action. This is good in the sense that one don't have to worry about him causing physical damage to oneself or to one's possessions. This is bad in that the leitz can cause a LOT of harm through speech.

Tertiary Mishleic Personalities: these don't appear too often, and this isn't an exhaustive list. Like the secondary personalities, they are variations on the basic types, or transitional phases between developmental milestones.

12. תם - Tam ("Evenly Keeled Person"): one who has no extreme emotions pulling him in either direction. The tam is a "beginning personality" like the naar, but has a huge advantage over the latter. In all probability, the naar is likely to be a mixed bag. While he doesn't have any outstanding flaws in his way of operating (like the eveel and the ksil), he is bound to have certain weaknesses and deficiencies in his middos/personality. He might have a short temper, or be prone to jealously, or have problem managing his money, or be overly timid or overly reckless, or overly competitive or not competitive enough, etc. In contrast, the tam is balanced. His emotions are fluid, and provide little to no resistance. If the situation calls for him to save money, he'll be able to do it. If the situation calls for him to spend money, he will spend it without any conflict. If he needs to be self-assertive, he'll be self-assertive. If he needs to remain in the background, this will not cause him any conflict. Although it is possible to become a tam through the proper training, some people are fortunate to naturally be tamim. We all know certain individuals who are calm, cool, and collected, and don't seem to be disturbed or agitated by anything. Chances are that such an individual is a natural tam. The next step for such a person is to learn how to think like a chacham, which will be much easier for him to do without personality-obstacles and emotional resistances. 

13. ישר - Yashar/Yosher ("Upright" Person): one whose inclinations and intuition draw him towards tzedek (what is good for the system), but without a working understanding of the system. Out of the sixteen terms on this chart, this is the one I understand the least. Descriptively, this is a navon on his way to becoming a tzadik. He frequently makes the same decisions that a tzadik would make, but not in the systematic manner of the tzadik. The tzadik consciously does what is best for the system, with forethought and full understanding. The yashar intuitively acts this way, but he hasn't taken that final developmental step to make tzedek his modus operandi. 

14. עצל - Atzel ("Lazy Person"): one who compulsively attempts to avoid all immediate pain and conflict. Like the eveel, the atzel is locked into the superficial world of immediate pain and pleasure. But unlike the eveel, who seeks immediate gratification above all, the atzel is paralyzed by the compulsive need to avoid immediate pain. In Scenario #1 (about the lost object), the atzel will usually just leave the object where it is, since it's too much work to take it. In Scenario #2 (about stealing) the atzel wouldn't steal in a proactive effort to increase profits, but he might steal if it helps him to avoid work or conflict. In Scenario #3 (about food) the atzel won't necessarily go for the most pleasurable food; he'll just eat whatever takes the least effort, even if he doesn't really like it as much.

15. בוגד - Bogeid ("Traitor" or "the Mishleic Jerk"): one who repays good with bad and impulsively "lashes out" at reality when things don't go his way. This is also a difficult personality to understand. In a sense, the bogeid is as the opposite of the yashar. The yashar's intuition is in line with reality (i.e. tzedek, or "the system"), but the bogeid's intuition routinely brings him in conflict with reality. In the social realm he has no intuitive sense of justice or basic decency, and will act like a jerk even to those who benefit him and treat him kindly. Deep down, he has an anthropomorphic view of reality (i.e. he relates to reality as though it were a person); consequently, he takes reality personally, and will vent his frustration by complaining and acting out when he feels "victimized." Both the bogeid and the ksil have a strong sense of entitlement, but whereas the ksil's sense of entitlement causes him to walk around with a false sense of security leading to proactive self-sabotage, the bogeid's sense of entitlement causes him to throw frequent tantrums and engage in reactive self-sabotage.

16. בליעל - Bliyaal ("Lawless Person"): one who cannot tolerate being subjugated to any authority. The word bliyaal is a compound of bli (without) + ole (yoke). The essence of his personality is that he does not want to feel controlled, ruled, or dominated by anyone. He is anti-authoritarian - not in a philosophical way, but in a "wild animal" or "stubborn child" way. Like the bogeid, the bliyaal has an anthropomorphic view of reality, to the extent that when reality "obligates" him to do something, he rebels. For example, he won't plant his field during the planting season because he unconsciously feels: "How DARE they make me plant! Nobody is gonna tell ME what to do!" Like the leitz, the bliyaal derives enjoyment from causing destruction and harm - not because he shares the leitz's sadism and malice, but because wreaking havoc in this manner makes him feel independent and unrestrained. The only authority to whom the bliyaal will pledge his loyalty is the rasha, so long as the rasha gives him an outlet for his lawlessness. It is for this reason that you will see examples of bliyaal in the second tier of criminal hierarchies (e.g. mafia strongmen, gang members who do the dirty work for gang leaders, Nazis who were given outlets for their sadism by being assigned positions of authority in concentration camps).

Conclusion (for Now)

I repeat: these definitions are not authoritative, nor are they set in stone. These are working definitions intended to aid the beginning in learning Mishlei until he or she forms his or her own understanding.

There are more personalities in Mishlei that I haven't even touched upon here: the ish mezimos ("scheming person"), the meivin ("discerning person"), the ben meivish ("embarrassing son"), the charutz ("diligent person"), the ish chamas ("violent person"), the chasar lev ("one who lacks an understanding mind"), and more. Perhaps I will define these in the next edition of the Mishleic Glossary.

For now, I hope you find this guide to be useful in your own Mishlei learning! 

Monday, June 12, 2017

"Everything in This Class is About Reality!"

Originally published in January 2014. Click here for a printer-friendly version of this blog post.



"Everything in This Class is About Reality!"

A few years ago, in the middle of my Mishlei class, one of my 9th graders raised her hand and exclaimed, "I just noticed something: everything in this class is about reality!" I would describe the tone of her remark as pleased, surprised, and somewhat bewildered by the novelty of this realization. I wanted to write a short post to express a thought and a question sparked by this student's comment.

In an ideal world, students would view every class as being "about reality" - especially when it comes to limudei kodesh (Torah classes). The fact that this 9th grader felt it was an anomaly to gain insight into reality from one of her Torah classes is a sad commentary on the current state of Jewish education - and perhaps, the state of talmud Torah (Torah study) altogether. 

I am reminded of Chazal's "Mishlei Mishlei" (i.e. analogies about the methods used by Shlomo ha'Melech in his writings). I thought of this mashal in particular:
R' Yossi said: Imagine a big basket full of fruit without any handles, so that it could not be carried, till one clever man came and made handles for it, and then it began to be carried by the handles. So too, until Shlomo arose no one could properly understand the principles of Torah, but when Shlomo arose, all began to comprehend the Torah.
The main point of the mashal is to highlight the fact that Shlomo ha'Melech took a Torah that was unusable for most people and rendered it usable for everybody.

The explanation of this mashal is as follows. A big basket full of fruit is a wonderful thing, but if there is no way to move it then it will go to waste. Sure, an individual might be able to salvage however many fruits he can carry, but the majority of the fruits in the basket will have to be left behind. Picture a the farmer who has harvested his entire crop and loaded it up into crates. If he can move the crates, then he can take his fruit to market to sell and earn a living. But if he can't move the crates, then all but a small portion of his efforts will have been for naught.

The Torah is bountiful in its fruits. "It is a tree of life to those who hold fast to it, and those who support it are happy" (Mishlei 3:18). Nevertheless, Shlomo ha'Melech saw that the average Jew couldn't get a "handle" on the fruits of the Torah. That is to say, people were unable to use Torah in their everyday lives and reap the benefits that it has to offer. One might be able to keep the halachos of the Torah and appreciate the beauty of its ideas, but not be able to gain the perfection that those halachos and ideas were designed to facilitate.

Shlomo ha'Melech wrote Mishlei to help us bridge that gap - to make the ideas and values of Torah real to its adherents. How Mishlei accomplishes this is a topic for another discussion. Suffice it to say, Shlomo ha'Melech's method works. I have seen ample evidence of its efficacy in myself, my friends, and my students. The differences are apparent even after a few months of Mishlei learning. 

The question I'd like to leave off with is this: What obstacles stand in the way of students experiencing all of their Torah learning as "about reality"? 

I have a number of ideas - some of which I have written about (see list below), and some of which I intend to write about. But I thought it would be more productive to just state the question and hear what people have to say. Let me know what you think!

Here are some other posts I've written on or around this topic:

Wednesday, July 20, 2016

"and fools despise Pokemon GO" (Proverbs 151:7)

Part of me feels that this fundamental idea deserves its own blog post ... but this real-world example was just too good to pass up. 



"and fools despise Pokemon GO" (Proverbs 151:7)

According to an article in the NY Post, NYPD Commissioner Bill Bratton thinks that the recent Pokémon Go trend "is one of the stupidest ones I've seen." 
The top cop went on a rant about the dangers of the scavenger hunt-style game, which uses a cellphone’s camera and GPS functions to virtually populate real-world locations with cartoon creatures. The app, Bratton said, has turned millennials into “walking zombies” as they follow the game’s directive to “catch ’em all.”
"Okay," I thought to myself, "I can understand where this officer is coming from. He believes that Pokémon Go poses a threat to public safety because of how distracted people are when they play. That seems reasonable enough."

But then the article went on to quote the Commissioner as saying one of the most idiotic things that he could have possibly said:
I don’t understand it, and I don’t intend to understand it,” he said. “It’s of no appeal to me, and at the same time, people are putting themselves at great risk.”
I laughed out loud in disbelief when I read this statement. Really? REALLY?! I get it that he has no personal interest in playing the game, but as someone who is trying to solve a problem, does he really think that refusing to understand the appeal of the game will help him achieve his goal? 

Sun Tzu, the legendary Chinese general, taught: 

If you know the enemy and know yourself, 
you need not fear the result of a hundred battles. 

If you know yourself but not the enemy
for every victory gained you will also suffer a defeat. 

If you know neither the enemy nor yourself, 
you will succumb in every battle.

It just boggles my mind. What kind of problem-solver refuses to understand the problem he is trying to solve? What would happen if the police had this mentality about other societal ills, such as drug addiction, gang violence, and sex trafficking? Would this Commissioner display the same attitude towards the recent "craze" of texting and driving, or identity theft, or other new phenomena? If this rash of cop-killing continues, would he say, "I don't understand it, and I don't intend to understand it"? 

Officer Bratton's obstinate stance reminded me of two statements in Sefer Mishlei (The Book of Proverbs): 

יִרְאַת ה' רֵאשִׁית דָּעַת חָכְמָה וּמוּסָר אֱוִילִים בָּזוּ:
"Fear of Hashem is the beginning of knowledge, but eveelim (fools) deride wisdom and discipline" (Mishlei 1:7)
עַד מָתַי פְּתָיִם תְּאֵהֲבוּ פֶתִי וְלֵצִים לָצוֹן חָמְדוּ לָהֶם וּכְסִילִים יִשְׂנְאוּ דָעַת:
"How long, O simpletons, will you love folly, and scoffers covet mockery for themselves, and ksilim (fools) hate knowledge?" (ibid. 1:22)
Shlomo ha'Melech (King Solomon) identifies two types of fools in these verses: eveelim and ksilim. He says that the eveelim deride wisdom and discipline, whereas the ksilim hate knowledge. The questions are: (1) What is the difference between these two foolish attitudes? (2) Which type of foolishness is reflected in Officer Bratton's statement?

I brought this question up to my Mishlei rebbi this morning, and he answered me based on his current understanding of these two types of fools. I will do my best to summarize his answer, but I won't speculate about how he arrived at this answer (since he was responding on the basis of his Mishleic intuition that has been formed by years of learning hundreds of pesukim). 

He explained that the eveel is someone who looks at reality superficially. He assumes that his first impressions are correct, and that there is no need to look beneath the surface, or at the big picture, or at the long-term consequences. He acts on impulse, seeking immediate pleasure and the avoidance of immediate pain. 

Although the eveel is foolish, he is not stupid. He has enough life experience to realize that there is more depth to reality than he is willing to see. And yet, he can't bring himself to face that reality - whether out of laziness, or fear, or attachment to his present way of thinking, or what have you. Whatever the reason may be, he does not want to face reality because of the implications of doing so. But in order to justify his avoidance of reality, he must mock and disparage those who involve themselves is seeking knowledge of reality - otherwise, they would be too consumed with self-loathing on account of the anti-reality lifestyle he has chosen. 

The ksil has a different problem. He relates to reality as an authority figure who is trying to control him, and he relates to knowledge like the words of a stern parent disciplining a child. [1] This is the root of his hatred of knowledge. Every gain in knowledge poses a threat to his ego. In order to preserve his sense of self, he must utterly reject the pursuit of knowledge with vehemence. 

Based on this distinction, my Mishlei rebbi maintained that Officer Bratton's attitude corresponded to that of the eveel. For whatever reason, he just doesn't want to face the reality of the Pokémon Go trend. Not only does he refuse to understand it, but he even goes so far as to mock it, as another news article reported:
[the] constant peering down at their devices as they go walking around looking for - I guess it's Pokémon they're looking for, that's something like the Tooth Fairy, I guess - they're putting themselves at risk of accidents
His refusal to understand, his superficial assessment of the phenomenon, and his cheap and derisive comment about "looking for the Tooth Fairy" are all symptomatic of the mentality of the eveel

To be clear: I'm not saying that Officer Bratton is an eveel in all respects. Mishlei speaks in generalities and archetypes which rarely correspond 100% with any individuals in the real world. Still, the foolishness of his statement stands as a stunning example of the eveel's attitude towards those aspects of reality which he does not wish to face. 

So for those Pokémon Go players out there: may you succeed in catching Eevees, without encountering any eveels. (I'm sorry!!!)


[1] I'm aware that my Mishlei rebbi's explanation of the ksil sounds more like my explanation of the eveel. I guess I'll just have to learn more Mishlei to see whose explanation makes more sense to me!

Tuesday, July 12, 2016

Keanu Reeves, Free Will, and Results-Oriented Thinking



Keanu Reeves, Free Will, and Results-Oriented Thinking

Keanu Reeves's Misguided Message

On June 16th, 2016 Keanu Reeves posted the following message on Facebook:
My friend's mom has eaten healthy all her life. Never ever consumed alcohol or any "bad" food, exercised every day, very limber, very active, took all supplements suggested by her doctor, never went in the sun without sunscreen and when she did it was for as short a period as possible- so pretty much she protected her health with the utmost that anyone could. She is now 76 and has skin cancer, bone marrow cancer and extreme osteoporosis. 
My friend's father eats bacon on top of bacon, butter on top of butter, fat on top of fat, never and I mean never exercised, was out in the sun burnt to a crisp every summer, he basically took the approach to live life to his fullest and not as others suggest. He is 81 and the doctors says his health is that of a young person. 
People you cannot hide from your poison. It's out there and it will find you so in the words of my friend's still living mother: "if I would have known my life would end this way I would have lived it more to the fullest enjoying everything I was told not to!" 
None of us are getting out of here alive, so please stop treating yourself like an after thought. Eat the delicious food. Walk in the sunshine. Jump in the ocean. Say the truth that you’re carrying in your heart like hidden treasure. Be silly. Be kind. Be weird. There’s no time for anything else.
At the present time, this post has been shared over 23,000 times and has 54,000 likes. Clearly, Keanu's words resonated with many people. 

Unfortunately, it is a terribly foolish message.

In this post will examine Keanu's mistake through a variety of sources. 

Chazal and Mishlei

Chazal (the Sages of the Talmud) teach: "ha'kol bi'ydei shamayim chutz mi'yiras shamayim - everything is in the hands of heaven except for the fear of heaven" (Talmud Bavli: Berachos 33b). This means that the only thing in our control is our bechirah (free will). Everything else is "in the hands of heaven" (i.e. the laws of nature and Divine providence). Practically speaking, this means that the best we can do is to focus our thoughts and energy on the decisions we make, and recognize that the results are not in our hands. [1]

This principle is the foundation on which Shlomo ha'Melech (King Solomon) authored Sefer Mishlei (the Book of Proverbs), since it is the foundation of all decision-making advice. The idea is implicit in every pasuk (verse), but it is also stated in explicit terms throughout. For example: "To man belongs the arrangements [of thoughts] in his heart, but from Hashem comes from Hashem" (Mishlei 16:1); "A horse is readied for the day of war, but salvation belongs to Hashem" (ibid. 20:31); "Man's mind plots his path, but Hashem makes firm his footsteps" (ibid. 16:9). In other words, a person's thoughts, and his preparations, and his plans are within his control, but the results are in God's hands (i.e. the laws of nature and divine providence). 

Shlomo ha'Melech also devotes many verses to those who neglect this principle, to their detriment. He emphasizes time and again that it is the fool who looks at things superficially focuses on the immediate results, whereas the chacham (wise man) focuses on the decision-making process and the long-term results. For example: "Wisdom is in front of the man of understanding, but the eyes of the fool are at the ends of the earth" (ibid. 17:24). In other words, the man of understanding concentrates on applying wisdom to the decision that is before him, whereas the fool neglects this wisdom and is preoccupied with the outcomes that are beyond his reach. 

Epictetus and the Stoics

This principle is also the foundation of Stoicism, and is discussed throughout the writings of Epictetus, Seneca, and Marcus Aurelius. For example, Epictetus begins his Enchiridion (The Handbook of Stoicism) with the following:
Some things are in our control and others not. Things in our control are opinion, pursuit, desire, aversion, and, in a word, whatever are our own actions. Things not in our control are body, property, reputation, command, and, in one word, whatever are not our own actions.  
The things in our control are by nature free, unrestrained, unhindered; but those not in our control are weak, slavish, restrained, belonging to others. Remember, then, that if you suppose that things which are slavish by nature are also free, and that what belongs to others is your own, then you will be hindered. You will lament, you will be disturbed, and you will find fault both with God and men. 
But if you suppose that only to be your own which is your own, and what belongs to others such as it really is, then no one will ever compel you or restrain you. Further, you will find fault with no one or accuse no one. You will do nothing against your will. No one will hurt you, you will have no enemies, and you not be harmed. 
Epictetus is bringing out another benefit which we haven't yet touched upon. Not only will this way of thinking yield better outcomes in the long run, but it is also the key to attaining peace of mind. To the extent that a person feels he can control of external factors, he will be angry and stressed when things do not go his way. The key to avoiding this type of vexation is to always maintain a clear mental demarcation of what is in our control and what is not.

This fundamental Stoic teaching is expressed in the famous "Serenity Prayer," and popularized by Alcoholics Anonymous and other Twelve-step Programs:

God, grant me the serenity to accept the things I cannot change,
Courage to change the things I can, 
And wisdom to know the difference.

The wisdom mentioned at the end of the prayer is the key. Without it, a person is doomed to the folly and frustration of trying to change what he cannot change, and the inability to accept his own limitations and the limitations of his circumstances.

Marshall Sutcliffe and Limited Resources

It wasn't until years after I learned about this principle from Chazal, from Shlomo ha'Melech, and from the Stoics that I was introduced to a name for the opposite mentality. That name is Results Oriented Thinking (or R.O.T., for short). I first heard this term by Marshall Sutcliffe in a Magic; the Gathering podcast called Limited Resources (Episodes #137, 226, and more). 

Results Oriented Thinking is the mistake of retrospectively judging one's actions by their results, rather than by the decision-making process itself. The chacham (wise man) will assess each decision on its own terms, irrespective of how it turns out (unless the results reveal a flaw in his decision-making process). He will recognize that there are factors beyond his knowledge and beyond his control, and that it is possible to make a good decision and still get poor results, or make a bad decision and get good results.

In contrast, the fool who is caught up in R.O.T. (or, as Marshall would say, someone "who is ROTty") will feel that if he got bad results, then he must have made a bad decision, and if the results were good, then he must have made a good decision. Instead of attempting to objectively analyze his decision based on the information available to him at the time, he will allow his mind to be clouded by hindsight bias and will read into his decision-making "shoulds" and "shouldn't haves" based exclusively on how things turned out.

Let us examine this fallacious mentality through a hypothetical scenario. I have a 20-sided die. I make a deal with my friend: either he can bet on the number 1, or he can bet on numbers 2-20. My friend is not a mathematician, but he intuitively senses that his odds are better if he bets on 2-20, so that is what he chooses to do.

I roll the die. Lo and behold, it lands on 1. I win the bet and am happy. My friend loses, and is upset.

This is where we reach the critical juncture which separates the fool from the chacham. If my friend follows this loss by thinking to himself, "I knew I should have bet on 1! If I could do it over, I would have chosen differently" then he is a victim of Results Oriented Thinking - a ROTty fool, as it were. But if he is a chacham, then he will think to himself, "Well, it's too bad that I didn't win, but I clearly made the right decision to bet on 2-20, since that bet gave me a 95% chance of winning. If I had the opportunity for a do-over, I would make the same decision."

And if he is on an even higher level - what Epictetus might call a Stoic chaham - then he won't even be perturbed by his loss, since he is satisfied that he made the right decision and knows that his intelligent decision-making will benefit him in the long run. This type of stoic tranquility can be seen in professional Poker players. They know all of the odds and probabilities, and make their decisions based on the math. For this reason, they can lose hand after hand without losing their calm, since they are confident in the correctness of their decision-making, and in their knowledge that they will profit in the end.

Bingo with Grandma

I encountered another example of R.O.T. last week. My brother and I visited my grandmother at her assisted living facility, and decided to join her for an afternoon of Bingo. There were five rounds of Bingo, and three opportunities to win in each round. The first way to win was by making a single line in any direction (a.k.a. a "classic" Bingo). The second way to win was by making a specific formation (e.g. the letter "T,",the letter "C," a "+" sign, etc.). The third way to win was by getting a "blackout" (i.e. covering every single space on the card).

In the first round I won by getting a blackout. In the second round I won by getting a "C." Then, immediately after getting a "C," I won a third time by getting another blackout. The other players were astounded, and the Bingo announcer remarked that he had never anything like that happen before.

This triple victory earned me somewhat of a reputation among the senior citizens. Several theories were proposed for how I managed to win. One person explained that beginners tend to be lucky; several people told me that my card was lucky; one person even implied that my being a grandson was lucky. And after we left I got a phone call from my grandmother asking me for the serial number on my card, since she believed that she would increase her odds of winning of she used my "winning card."

Privately, I found these explanations to be hysterical. If there is any game in which strategy plays absolutely no role, it's Bingo. Bingo is a game of pure chance. The distribution of numbers on the cards, the order in which the numbers are called out, and who gets which card are all completely random and all equally probable - and yet, these women genuinely believed that my victories were due to some factor that was within my control.

That is Results Oriented Thinking at its finest. It is one thing to retroactively label a decision "good" when the results end up being successful, but it is a different level altogether to label it "good" when there was no decision-making involved in the first place!

And yet, people do this every day: a woman gets stuck in an unpredictable traffic jam caused by an accident and she says, "I shouldn't have gone out today." Someone's flight is delayed due to weather and he says, "I should have booked a different flight." Another person wins the lottery and she says, "I just had a feeling that these were the numbers to pick." A punk teenager engages in reckless behavior, emerge unscathed, and he says, "See? This type of thing isn't dangerous at all!"

This brings us to our next point ...

Why Results-Oriented Thinking is So Addictive

There are a number of reasons why we fall so easily into the trap of R.O.T. For one thing, our brains are evolutionarily hard-wired to look for patterns in the results of our decisions and to modify future behavior on the basis of those results. This is how animals learn to survive in the wild. If a monkey wanders into the lion's den and is nearly mauled to death by a lion, he instinctively learns that "lion's den = death by mauling." Similarly, when he discovers that delicious bananas can be found when the banana peel is removed, he concludes "peeling bananas = tasty treat." Both of these examples of rudimentary learning are made possible by Results Oriented Thinking. Without R.O.T., survival would be impossible.

But while this type of decision-making might be sufficient for animals in the wild, "normal human life" is not that simple. Human decisions involve factors which are far more numerous and complicated. The scenarios are more varied, the benefits and detriments occur on a much longer timeline, and the uniquely human ability to engage in abstract thinking, scientific reasoning, and strategic planning for the future adds layer upon layer of complexity to our decision-making. R.O.T. may be responsible for the learning we do in the first couple years of life, but it quickly becomes obsolete, and detrimental to our survival.

Another reason is that Results Oriented Thinking appeals to our naive, infantile, egocentric world-view. When we do actions which bring about good results, it is easy to feel, "Yes sir! That was all my doing! Look how magnificent, successful, and intelligent I am!" - without analyzing the cause-and-effect relationship between our actions and the result. This reinforces our belief in our own greatness, our sense of entitlement, and the pleasing notion that the world revolves around our desires and rewards us for our brilliance (real or imaginary).

Likewise, there is a sneakily counter-intuitive form of ego-gratification in blaming a bad outcome on one's own poor decision-making, even when one was not actually at fault. Blindly attributing bad results to oneself allows us to maintain the egocentric fantasy of being totally in control, while nurturing the belief that we are guaranteed success next time if we simply do something different. (Of course, this egocentric trend competes with a number of other defense mechanisms - such as rationalization, displacement, projection, denial, etc. - which attempt to shield the ego from taking any blame whatsoever; but in the logic-defying world of the unconscious, it is possible for contradictory trends to be at play simultaneously.)

Lastly, Results Oriented Thinking caters to the superstitious, religious, mystical tendencies in man. We saw how quickly the senior citizens ignored the scientific cause-and-effect of randomly selected Bingo numbers, preferring instead to attribute my success to "a lucky card" or some other supernatural cause. We see how quick certain religious people are to neglect the analysis of their decisions and prefer to content themselves with "explanations" such as, "It was meant to be!" "It was God's will!" "Bashert!" ("It was predetermined/destiny!"). Many occult and supernatural explanations are forms of R.O.T. in disguise, since they negate the world of lawful cause-and-effect and chalk up the outcomes of complex decisions to simplistic single factors which are retroactively labeled "good" and "bad" based exclusively on the results.

I'm sure this doesn't exhaust the list of reasons why R.O.T. is so pervasive and hard to escape, but I hope it provides some insight into the strength of the factors at play here.

The Moral of the Story

We will conclude this post by returning to Keanu Reeves and his Facebook message. While I sympathize with the plight of his friend's mother, and I agree that a person should make every effort to enjoy life and appreciate what one has, this does not mean that person who made healthy choices and ended up with poor results was "wrong," nor does it mean that a person who made unhealthy choices and ended up with good results was "right." Both assessments are the product of Results-Oriented Thinking. His friend's mother's self-castigation of her healthy lifestyle is just as erroneous as his friend's father's self-congratulation over his unhealthy lifestyle.

Keanu's concluding message of "please stop treating yourself like an after thought" would best be served by ignoring his advice. The way to treat yourself right is to devote your thoughts, your energy, and your happiness into your decision-making process, and to let go of the results, which are not in your hands.

[1] See Rabbeinu Moshe ben Maimon (Rambam / Maimonides), Responsa #436: Letter to Ovadiah, the Proselyte

Tuesday, June 21, 2016

Walk-through of Mishlei 15:5

I thought it might be a good idea to follow up yesterday's How to Learn Mishlei: a Step by Step Guide post with an example of the method in action. I was going to write up a new blog post when I remembered that I wrote a walk-through of a Mishlei pasuk back in 2012. I reread it, concluded that it has withstood the test of time, and decided to edit it for re-posting today. Enjoy!

Artwork: Despise, by Todd Lockwood


Walk-through of Mishlei 15:5

Introduction

This post is intended as a sample analysis of an "average" pasuk in Mishlei, using the five-step method outlined in How to Learn Mishlei: a Step by Step Guide. I say "average" because in truth, there is no average pasuk in Mishlei. Each pasuk is a little, unique, self-contained world of insight. I hope that this post succeeds in giving you a sample of that flavor. 

Without further ado, let us commence with the first phase!

Phase #1: Reading and Translation

Here is the text of our pasuk:

משלי טו:ה
אֱוִיל יִנְאַץ מוּסַר אָבִיו וְשֹׁמֵר תּוֹכַחַת יַעְרִם:

I'll begin by translating the unequivocal terms into English, but I'll leave the ambiguous phrases as transliterations for now. Here is the first attempt at translation:
An eveel will despise the discipline of his father, but a shomer-rebuke will gain ormah.
If I had to settle on a working translation at this point, it would probably look something like this:
A fool will despise the discipline of his father, but one who guards rebuke will become cunning.
But we must remember that this is only a working translation. It is important to remain flexible as we proceed through our analysis, and constantly revisit the original Hebrew to modify our translation. 

Now that we've read and translated our pasuk, it's time for the real analysis to begin!

Phase #2: Questions 

For the sake of thoroughness, I am going to spell out all of the questions in as much detail as I can. In addition to formulating the questions concisely (in bold), I will elaborate on all of them and try to explain the import of each one. As I see it, there are seven major questions: 
  1. What is an "eveel"? Shlomo ha'Melech is the taxonomist of fools par excellence. His book features a whole cast of fool-characters, each plagued by a different type of foolishness: eveel, pesi, leitz, ksil, boor, chasar leiv, naar, atzel etc. Sometimes these terms are used in a technical sense with a specific definition; other times they are used generically and interchangeably. Sometimes the definition can (and should) be derived from the specific context; other times it must be derived from elsewhere in Mishlei. Sometimes it is absolutely necessary to know the definition of the fool in order to understand the main idea of the pasuk; other times, the fool is just being used to highlight one of his specific features (e.g. a particular habit he has, or an action he does, or an emotion he experiences), and it is not necessary to understand his nature in order to get the main idea of the pasuk. As you can see, there are no rules for how to approach this type of question. Follow your intuition, and hone it over time.
  2. Why does the pasuk focus on the eveel's rejection of mussar av (his father's discipline), specifically? The second half of the pasuk seems to be talking about all rebuke, not just rebuke from one's father. If so, why does the first half of the pasuk zero in on rebuke from such a specific source?
  3. What is the meaning of "shomer tochachah"? The word "shomer" means "to guard," "to keep," and "to watch over." It is an unusual term to use in relation to rebuke. One would expect the pasuk to say something like, "one who listens to rebuke" or "one who accepts rebuke." 
  4. What is ormah? Just as Shlomo ha'Melech classifies fools, each according to their particular type of foolishness, he also classifies chachamim (wise people) according to their intellectual virtues. There are as many words for chachamim in Mishlei as there are for fools: chacham, navon, meivin, ish tevunos, yashar, arum, ish mezimos, etc. The "sometimes" and "other times" guidelines stated above (in Question #1) apply to these terms as well. In our pasuk, however, it seems that the meaning of ormah is central to the main idea, and we will need to precisely define what it means.
  5. How does being a shomer-tochachah cause a person to gain ormah? Our pasuk posits a cause-and-effect relationship: if a person is a shomer-tochachah, he will gain ormah. How does this work? For example, let's say you rebuke me for being a reckless driver or for waiting until the last minute to study for tests. I can see how I would benefit from such a rebuke, but that benefit would be in terms of avoiding traffic accidents and bad grades - not in terms of "gaining ormah," which seems to be a much broader quality.
  6. How is a shomer-tochachah the opposite of an eveel who rejects his father's discipline? This brings us to a huge methodology principle in Mishlei. The vast majority of Mishlei pesukim are to be viewed as a contrast in opposites; the content of the first half of the pasuk will, in some sense, be the opposite of the content of the second half. Sometimes it is obvious how the two halves are opposites, but in other cases, it seems that the two halves are slightly "off." In some cases, the first half seems to have absolutely nothing to do with the second half. When this happens, our goal is to figure out how to understand the pasuk such that we can grasp the oppositional symmetry. In our case, we can assume that the shomer-tochachah who gains ormah is the opposite of the eveel who rejects his father's discipline. The question is: How?
  7. What is the subject of the pasuk? Every pasuk is about a specific subject, and unless you can identify that subject, you will not fully understand the pasuk. In this case, it is clear that the subject has something to do with rebuke, but it is unclear whether the subject is more specific than that. (Oftentimes the subject of the pasuk will emerge from thinking about how the two halves of the pasuk are opposites, but it's still a good idea to ask this question separately.) 
There is an eighth question that some people might wonder about: What is the difference between tochachah and mussar? I won't say that this is a bad question per se, but it's not the type of question I concern myself with. Almost all meforshim disregard such questions. The only exception is the Malbim, whose entire derech hinges on such subtleties of the pasuk's language. The other meforshim have no trouble with the notion that Shlomo ha'Melech employed synonyms, since that's the way normal people talk (a la dibrah Torah ki'lshon bnei adam - "the Torah speaks in the language of man"). For this reason, I don't treat questions like this as "major questions," nor do I assume that the main idea will emerge from scrutinizing such subtleties. Instead, I keep these types of questions in the back of my mind while I learn the pasuk. If they trigger my intuition, so be it. If not, no problem. If, after arriving at the main idea, I can see an added dimension reflected in the subtlety of the lashon, then that's great. If I can't, it doesn't bother me in the slightest. 

[At this point in the original blog post I wrote a blurb about Mishlei methodology. I wish I had remembered this blurb when writing yesterday's post, since yesterday's post covered much of the same material. In order to spare the regular readers of my blog from redundancy, I took this part out. If you're interested in reading it, I've included it as an addendum at the end of this post.]

Phase #3: Thinking

Much of this step is intuitive, which makes it hard to capture in writing. I will do my best to share the steps I took in my analysis of this pasuk to arrive at the main idea.

Three out of the seven questions we raised are "definition questions" (#1, #3, and #4), and since it is impossible to understand what the pasuk is saying until we understand what it is talking about, it seems like these questions are the logical place to start. 

I knew that out of all of Mishlei's terms for fools, "eveel" (lit. "fool") is the most generic. I sensed that for our purposes we wouldn't need to define the nature of the eveel. All we would need to know about the eveel is that he despises all discipline - a fact which is clear from many pesukim in Mishlei. For example: "Fear of Hashem is the beginning of knowledge, but eveelim scorn wisdom and discipline" (1:7) and "The way of the eveel is upright in his own eyes, but one who listens to counsel is wise" (12:15). Notice how this strengthens our Question #2. Considering the fact that the eveel, by definition, despises all discipline, then why does the pasuk specifically refer to his rejection of his father's discipline? 

The next step was to define "ormah" (lit. "cunning" or "cleverness") which I had done previously in my Mishlei learning. My working definition of "ormah" means knowledge and awareness of how emotions distort thinking. How did I arrive at this conclusion? By inferring the meaning of "ormah" and "arum" from their opposites: "pesayus" and "pesi," which refer (respectively) to a specific type of foolishness and the fool it characterizes, respectively. Let's do a quick overview of this type of foolishness.

Shlomo ha'Melech begins his book by stating that Mishlei is designed "to provide pesa'im with ormah" (1:4). Likewise, "When the scoffer is struck, the pesi gains ormah" (19:25). Throughout Mishlei, the pesi is contrasted with the arum. For example: "A pesi believes everything, but an arum understands every step" (14:15) and "An arum sees evil and hides, but the pesa'im transgress and are punished" (22:3). It is reasonable to conclude that by understanding who the pesi is and the type of knowledge/intelligence he lacks, we will understand ormah and what it means to become an arum.

Rabbeinu Yonah (on Mishlei 1:4), paraphrasing Chazal (Eiruvin 19a), defines pesi (lit. "one who is seduced") as "one who is mispateh b'yitzro" (lit. "seduces himself with his own inclination"). In other words, a pesi is someone whose convictions are heavily influenced by his emotions. To a pesi, what feels good is good, and what feels true is true. He is "seduced" by his psyche into thinking that his feelings and first impressions reflect reality, and he is oblivious to how his emotions distort his thinking. Rabbeinu Yonah (on Mishlei 1:22) says that if the pesi were aware of the distortion-capacity of his own emotions, he would not be so quick to jump to conclusions, and he would be much more careful in his thinking.

Thus, if "ormah" is what a pesi lacks and if an arum is the opposite of a pesi, it follows that ormah refers to knowledge and awareness of how emotions distort one's thinking. This quality of ormah can be used for the good, as it is throughout Mishlei, or it can be used for evil, as in the case of the snake in Gan Eden: "and the snake was more arum than all the beasts of the field" (Bereishis 3:1). The nachash used its ormah - its knowledge of how human emotions distort thinking - to lure Chavah into eating from the Tree of Knowledge of Good and Evil. 

Back to our pasuk. The most mysterious phrase here is "shomer tochachah." I thought about the clues I discovered when formulating the questions, namely: 
  • We'd expect Mishlei to say "listens to rebuke" or "accepts rebuke," so "shomer tochachah" must mean something above and beyond that. (Question #3)
  • Whatever "shomer tochachah" means, it must somehow lead to ormah. (Question #5)
  • The shomer-tochachah who gains ormah is the opposite of the eveel who despises his father's discipline. (Question #6)
  • If the eveel despises all rebuke, why does the pasuk focus on his rejection of mussar av (his father's discipline) in particular? (Question #2)
It was then that I had my "EUREKA!" moment - like the "click" on a luggage combination-lock - and the main idea rapidly unfolded from there. 

I realized that mussar av evokes a different type of emotional resistance than all other mussar, due to the special place that a father holds in a one's psyche. (I don't feel the need to support this with evidence or explanation; anyone who has been rebuked by his father knows what I'm talking about.) The eveel is oblivious to the uniqueness of this emotional reaction. Even though he reacts much harsher to his father's discipline than anyone else's, he will give no thought to this difference. Why? Because he lacks awareness of his own emotions - or, in Mishlei terminology, he lacks ormah. I realized that that is the subject of the first half of the pasuk: not the eveel's rejection of mussar in general, but rather, the eveel's lack of ormah as evidenced by the nature of his rejection of his father's mussar in particular. (Yeah, ya might want to read that sentence a few times.)

It follows, then, that the shomer-tochachah is someone who does have an awareness of his own emotions. A good sign that we are correct is that this is exactly what the pasuk says: "The shomer-tochachah will become an arum." In other words, the shomer tochachah will gain self-awareness and knowledge of own his emotions and their power to distort his thinking. This is when I knew I was on the right track.

I realized I was now in a position to define "shomer tochachah." How can a person relate to tochachah in a manner that will gain him an increased awareness of his own emotions? It must be by watching over his own emotional reactions to the tochachah he receives. By monitoring his inner world, he will gain knowledge and awareness of his own emotions (i.e. ormah). In other words, the shomer-tochachah doesn't just look to the tochachah as a way to improve his life in the localized area of decision-making which was the subject of the tochachah. Rather, he looks at the tochachah as a tremendous opportunity to learn about himself by analyzing his own reactions to being rebuked. This type of knowledge will benefit him in all areas of decision-making; awareness of his own emotions will help him to guard against distortions in his thinking, and he'll be more in tune with his own psychological needs and will be able to know what to pursue in his decision-making, thereby leading to healthier and more realistic decisions. 

I then realized that the root SH.M.R. here is not being used in the sense of "guard," "protect," or "keep," but in the sense of "examine," "watch over," or "monitor," as in "ve'haya lachem l'mishmeres ad arbah asar yom la'chodesh ha'zeh" (Shemos 12:6) which means "[The Pesach lamb] shall be yours for examination until the fourteenth day of this month." Thus, I decided to translate "shomer tochachah" as "one who monitors rebuke," meaning, "one who monitors, examines, and analyzes his own emotional response to the rebuke that he receives."

This is when the subject of the pasuk came clearly into focus. The subject of this pasuk is: rebuke as an opportunity for self-knowledge. The fool misses out on this opportunity, in addition to missing out on the benefit of listening to the rebuke itself. In contrast, the shomer-tochachah seizes this opportunity, in addition to implementing the rebuke in action. 

Phase #4: The Main Idea

Now we are in a position to concisely formulate the main idea. In this phase I try to do what I ask all of my students to do: state the main idea in 1-4 clear sentences. Here is my post-analysis translation of the pasuk, and my summary of the main idea, which became clearer once I began formulating it:
Mishlei 15:5: A fool rejects the discipline of his father, but one who monitors rebuke will become cunning.  
In order to successfully heed rebuke, one must approach it from two angles: (1) practicality (i.e. figuring out how to correct your actions and/or decision-making) and (2) psychology (i.e. continually monitoring and managing your emotional reaction to the rebuke in order to overcome the internal resistances to accepting it and implementing it). One who places the emphasis on the practical dimension of the rebuke will improve his life in that specific area of decision-making, but one who goes beyond that and focuses on the psychological dimension rebuke will gain the additional benefit of becoming cunning; that is to say, he will gain self-awareness and knowledge of his own psyche, which will benefit him in all areas of decision-making. In contrast, the fool not only “scorns [all] wisdom and discipline” (Mishlei 1:7), but he is so out of touch with his own emotions that he fails to recognize the nature of his own psychological resistances, as evidenced by the especial disdain he harbors towards his father’s discipline in particular. Consequently, he will suffer the localized consequences of ignoring the rebuke, as well as the widespread consequences of his lack of cunning. 
Now, if we stopped here, we would - at the very least - have a nice idea. But our goal is not only to learn nice ideas, but to learn from the teachings of Shlomo ha'Melech. In order to make sure we've accomplished this goal, we must conclude our analysis with the final phase.

Phase #5: Testing the Main Idea

Here is where we do our final check-over to see if we have actually understood the pasuk
  • Does the idea make sense? Check. Not only does it make sense, but it resonates with my real-world experience, as all true ideas (ideally) should. 
  • Did I answer all of the major questions? Check. 
  • Does the pasuk read smoothly according to this idea, in a manner that expresses the idea without feeling forced? Check. 
Conclusion

And that, my friends, is a walk-through of a typical Mishlei pasuk! I hope this was helpful not only in understanding how I arrived at this particular idea, but in demonstrating my approach to Mishlei in general. Let me know what you thought of this idea, and the "walk-through" format of this blog post. If this is something people want, maybe I'll do more in the future!


Addendum: Methodology - How to Learn Mishlei

Before we analyze our pasuk, I'd like to state a brief preface about methodology in Mishlei. My Mishlei rebbi once told me that the purpose of methodology serves two purposes: (1) to set up the facts prior to thinking, and (2) to avoid logical mistakes in thinking. However, when it comes time for the actual thinking itself, "You should think as though there is no method." In other words, your mind should be totally free to explore and to be creative. In The Evolution of Physics, Albert Einstein and Leopold Infeld describe the transition from the stage of fact gathering to the stage of thinking: 
In nearly every detective novel since the admirable stories of Conan Doyle there comes a time where the investigator has collected all the facts he needs for at least some phase of his problem. These facts often seem quite strange, incoherent, and wholly unrelated. The great detective, however, realizes that no further investigation is needed at the moment, and that only pure thinking will lead to a correlation of the facts collected. So he plays his violin, or lounges in his armchair enjoying a pipe, when suddenly, by Jove, he has it! Not only does he have an explanation for the clues at hand, but he knows that certain other events must have happened. Since he now knows exactly where to look for it, he may go out, if he likes, to collect further confirmation for his theory.
That is exactly how I experience the learning of Mishlei. First comes the fact-gathering step, in which the focus is on understanding how to read the words in the pasuk. This is followed by a question step, in which the major questions and problems are identified and clearly articulated. Sometimes these steps are sequential, and sometimes they overlap, but both are necessary at the beginning, before the analysis can commence. Otherwise, one runs the risk of projecting preconceived notions onto the pasuk and missing out on what Shlomo ha'Melech is trying to teach. Also, if you don't take the time to articulate your questions in advance, you run the risk of getting so caught up in your idea that you fail to realize that you've neglected to answer a glaring problem in the pasuk

After the initial steps of "the facts" and "the questions" are done, now comes the period of thinking. How the thinking and analysis plays itself out is unpredictable and highly individualized, based on the intuition of each thinker. Once your mind sees a possible idea or approach, explore that idea freely and see where it leads. If it helps, you can think about the idea in conjunction with the pasuk. Personally, I find that it's best to temporarily forget about the pasuk and develop the idea on its own terms.

Once your mind is on the trail of an idea and you've found a good possibility or even a partial possibility (a "kernel" or a "glimmer of an idea," as I sometimes say), you can then return to the pasuk to see whether you have, indeed, figured out what Shlomo ha'Melech is teaching in the pasuk. At this point, it is beneficial to see which of your major questions you have answered and which remain to be answered. You may also find that you'll need to rework the facts in light of your idea. Be prepared to change the entire manner in which you initially read the pasuk

The interplay between facts, questions, thinking, and testing can go up and back and around in cycles. That's totally natural and fine. The main thing is to make sure that you've covered all four bases: that your facts are solid, your questions are precise and answered, your idea is clear and makes sense, and that it flows from the words in the pasuk without being forced.

Once you have succeeded in arriving at a clear idea which naturally flows from the pasuk and answers your major questions AND you can clearly see the application and relevance of this idea to real-world decision-making (which is the subject of Mishlei), then you can say: "I understand this pasuk." And if you can clearly summarize your interpretation of the pasuk in four sentences or less and provide an actual real-world example, then you would receive an "A" in my high school Mishlei class!