FOLLOWER
AND STUDENT
There
are many different reasons for the existence of disagreements. Some actually have
value as indicated in Avot 5:17 and
numerous other sources that discuss the significance and importance of the so
many disagreements that are found within Torah. Yet, this same source in Avot
also critiques disagreements that are negative, using the Korach rebellion as
the prime example of this destructive machloket
she’eino l’Shem Shamayim, an argument not for the sake of Heaven.2 A
key distinction in whether a machloket
is positive or not depends on the essential motivation for the argument. Is it
motivated by a true disagreement in values, i.e. a disagreement in substantive
thought? Or is the underlying motivation emotional, reflecting a desire for
personal attainment through the position held? We generally value arguments in
substance, between those advocating divergent positions because each side
believes their position to be the correct one. We, though, have little patience
for arguments driven by personal agendas. Korach’s Rebellion was such an
argument. On
the surface, though, Korach’s argument seems to actually have substance.
Logically, the question Korach poses in Bamidbar
16:3 and the many ones further presented in the various midrashim on the story actually do seem
to be legitimate, reflecting the advocating of a value of substance. Why then
is Korach’s rebellion dismissed so easily as one ultimately motivated not by a
belief in these substantive values but by personal desires and agendas? One
answer is obviously found in their punishment; that clearly shows that God knew
their true incorrect motivations. Another may possibly be found in how they
addressed Moshe; one truly interested in the ideas, in finding and acting on
what is right, would not end discussions with an opposing scholar for only in
such discussions and proper debates can the truth really emerge. Another key
may possibly be found in understanding the true nature of the issue. Korach’s
arguments were clearly logical but, is the world of Torah solely built upon
principles of logic? While logic and analysis are significant factors in our
attempts to know and understand Torah, the basic information revealed from
Sinai is actually of the most significance. Rabbi Moshe Feinstein, Drash Moshe, Korach3
points out that this was the failing of Korach’s congregation. They wanted to
practice Torah pursuant to their understanding. The problem is, though, that
Torah is not solely based upon a person’s understanding but demands a knowledge
of the facts of Revelation that are passed on through the mesora, the human transmission from Har Sinai. Korach may have been right that, on the surface, it is
illogical to demand a single tzitzit thread
of techelet when a whole garment is
this colour but the issue is not logic but rather what God actually said.4
The question was not: who is more logical, Korach or Moshe? The question was: whose
transmission as to what God said is more trustworthy, that which Moshe presents
or that which Korach presents? This is what On’s wife made On recognize. Maharal M’Prague, Chiddushei Aggadot,
Sanhedrin 109b explains that there was a vast difference even in personal
agendas between On and the other co-conspirators. The others wished honour and
positions of stature; On simply wished Moshe not to be dominant. His wife’s
argument, as such, was that there would still be someone over him in a new framework,
namely Korach. On thus recognized that there was no point in continuing with
the rebellion. The gemara’s use of
the word talmid, student, in
describing the subservience of On to either Moshe or Korach is most
significant. On did not want someone mastering him. It could be postulated that
On wanted the autonomy to make decisions and saw the impositions of Moshe as
limiting this autonomy. It was specifically Moshe as rebbi, teacher, which bothered On. He could not just determine
proper behaviour based upon his own logic and analysis; he needed the
instruction of a rebbi, someone who
could impart the revealed wisdom of Torah to him. In challenging Moshe, Korach
was not just stating that he was more rational, more logical; Korach was
stating that Moshe was not presenting the revealed word correctly and that he,
Korach, could do a better job. Under either scenario, On would still be found
in the same place – subject to the instruction of a rebbi. This was his wife’s challenge – either way you are still a talmid. Could
On not have still argued that Korach would be the better rebbi? Possibly, but On’s wife’s point was also that even such an
argument is not l’Shem Shamayim. How
does one choose a rebbi? Ultimately,
it is a personal choice. We cannot be instructed as to which rebbi to choose for, even in that
process, we have to choose who will teach us how to choose. Our choice of a rebbi, emerges from the self. While we
all still have to make this important decision of choosing from who we will
learn and, even though we should conscientiously discuss the matter with others,
such an issue cannot be the basis of a machloket.
This was On’s wife’s lesson to her husband. Rabbi
Benjamin Hecht Footnotes 1 The
further question would be: why, then, get involved in a machloket, a disagreement, especially one that would become so vile
in that the protagonists would not even talk to Moshe. See, on this last point,
Torah Shelaima, Bamidbar 16: 12, note 91. 2 For a
broader discussion on this distinction in disagreements, see my The Slifkin Affair Revisited, Part 3: The
Nature of Machloket, at http://www.nishma.org/articles/commentary/slifkinrevisited3.html. 3 See,
also, Rabbi Joseph B. Soloveitchik, The
First Common Sense Rebellion Against Torah as presented in A Conspectus of the Public Lectures of
Rabbi Joseph B. Soloveitchik.. 4 See,
however, Chatam Sofer, Torat Sofer,
Korach presents an explanations as to why there is value in only one string
being techelet even in a garment that
is totally that colour. We are to continue to find logic, i.e. attempt to
understand the mitzvot, and logic and
analysis is even necessary in correctly grasping God’s basic directives but it
is still all based on the words of the teacher. (c) Nishma, 2008 Return to top |
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