Rabbijn Dr. Nathan Lopes Cardozo (1946) werd geboren in Amsterdam en woont sinds 1977 in Israël. Als kind van een Portugees-Joodse vader en een niet-Joodse moeder heeft hij een lange weg afgelegd. Op zijn 16e is hij ‘uitgekomen’ (Joods geworden) bij Chacham Salomon Rodrigues Pereira. Jaren later haalde hij zijn rabbijnentitel aan de orthodoxe Gateshead Yeshiva. In Jeruzalem richtte hij de David Cardozo Academy op en geeft lezingen in Israel en het buitenland voor Joden en niet Joden. Hij is de auteur van 15 boeken. De laatste twee: “Jewish Law as Rebellion. A Plea for Religious Authenticity and Halachic Courage” (Urim Publications, 2018) en “Cardozo on the Parasha, Bereshit” (Kasva Press, 2019),het eerste van 7 delen op de Tora en de feestdagen. Rabbijn Lopes Cardozo neemt in zijn geschriften geen blad voor de mond en zijn ideeën worden in de velerlei media fel bediscussieerd.
Recently, I have been invited to respond to ten questions by Rav Ari Ze'ev Schwartz of Yerushalayim. I have agreed to answer them honestly and to the best of my ability.
It is a difficult career choice to become a teacher, rabbi or Jewish educator. Can you explain why you think it is important, despite the hardships, to dedicate one's life to Jewish education?
Nathan Lopes Cardozo: For me it is a great privilege, and I wouldn't exchange it for anything else. But I have to admit that it's far from easy.
On a practical level, there is almost no money in it. There were times that I taught with no compensation, because the institutions where I lectured had no money, or could only pay meager salaries. Many of us continued to teach, since teaching Torah is a mission and not an occupation.
On several occasions I had to use my own private money, or take loans, or get help from our parents.
Even today, many of the projects – such as publishing my new books, translating my books and essays into Ivrit (for which there is a great demand) and other languages, and launching weekly podcasts – are hindered by the lack of funds. This is highly unfortunate.
But surely you are asking me concerning the very teaching itself. As with everything else, I feel that a Hand from Above, which I cannot escape, gives me no say in the matter. I have a strong awareness that I owe my unusual background and life to God who asks me to become a teacher with a very special mission. Sometimes I regret that I received Heter Hora'ah (rabbinical ordination) because today sadly enough it is no longer a title of absolute integrity; it carries a stigma and even closes doors.
I love teaching and sharing exciting concepts. This is closely related to my deep concern for the future of Judaism. I admit that Jewish education is much better today than it was in my younger days, but I am terribly worried that we will soon experience a backlash of huge proportions. Not much different from what happened in the days of the Aufklärung (The Enlightenment).
The reason is that we still don't deal seriously with the real existential questions, the meaning and the experience of religiosity, and what Judaism really stands for. There's a great amount of denial in religious circles about confronting serious questions. On top of that, since the establishment of the State of Israel, its enormous spiritual, moral and halachic challenges have not been dealt with on the level that is absolutely necessary. Often, religious communities and its leaders actually run away from them.
Many of the answers given are still embedded in a Galut (exile) mentality, as if we are still living under Galut conditions, and as if the establishment of the State of Israel has not created a radical change in the life of the Jewish people even though the Mashiach has not arrived. Ultimately, this will backfire and the price will be extremely high. One cannot fit "exile Judaism" into the modern State of Israel.
Only very few religious institutions really deal with these problems. In most places they are not taken seriously, and only lip service is offered. I taught in the introductory program of a ba'al teshuva yeshiva for many years, where "newcomers" would arrive. Some of my colleagues and I would discuss the great existential questions and the Jewish responses to them. Although I believe that the answers, including my own, were much too simplistic, at least we dealt with them in a serious way. This excited the students and they decided to stay and continue to learn more. But once they were out of the introductory program, these questions were not just ignored but actually looked down upon and sometimes even made fun of. All that counted was to fit in with the ultra-Orthodox community and to learn Talmud nearly all day long. Besides the fact that I believe it was taught the wrong way and nearly all matters of ideology were ignored, the biggest mistake was that these students never got the opportunity to give their own opinions, outside of the "yeshivisheh hashkofeh" (the ultra-Orthodox world view), which is often a complete re-writing of what authentic Judaism really is trying to convey. Instead of asking them to use their own talents, often learned at famous universities, they were told to keep silent and "just listen." This talking down to the students (After all, what did they know?) was detrimental and robbed them of being themselves and making a contribution to Jewish learning. I think that even I was guilty of this, although less than some other teachers. I often had to deal with students who were totally put off by this and wanted to leave. Others were clever enough to see the fallacies and superficiality in the answers that some teachers gave, and just left, since they saw Judaism as a simplistic and outdated tradition. This still happens today, as I know from personal experience when I meet yeshiva students.
The mistake of the ba'al teshuva movement was that they demanded of the students to ignore their past, forget about their secular studies, and often suppress their creative talents. They had to fit into the existing ultra-Orthodox world. As such, they could not create a new spirit within Orthodoxy and were often treated as uninformed beginners who had nothing to offer and were considered failures if they didn't become Talmudists. By making them feel inferior, Orthodoxy lost one of its great opportunities to re-create itself and bring in a new spirit, which was and is sorely needed and to which these young people could have greatly contributed.
Another huge mistake was that Judaism was taught as if it had ready-made answers to all questions and nothing was left in doubt, still to be dealt with. This is completely untrue. Judaism still has many issues to deal with and to answer. In my opinion, it is still in the making. It's an organic tradition that still has so much to discover. But it can only do so when it is prepared to change its mind and rethink its former teachings, and takes joy in the fact that it doesn't have all the answers but has powerful foundations and the courage to see new horizons.
Much money was wasted on the ba'al teshuva movement because it failed to live up to its potential and give Judaism a new spirit.
Rabbi Abraham Joshua Heschel once wrote: “It is customary to blame secular science and anti-religious philosophy for the eclipse of religion in modern society. It would be more honest to blame religion for its own defeats. Religion declined not because it was refuted, but because it became irrelevant, dull, oppressive, insipid. When faith is completely replaced by creed, worship by discipline, love by habit; when the crisis of today is ignored because of the splendor of the past; when faith becomes an heirloom rather than a living fountain; when religion speaks only in the name of authority rather than with the voice of compassion – its message becomes meaningless.” (God in Search of Man, Farrar, Straus & Cudahy, NY, 1955, p. 3)
This is true to this very day. There is still too much of this malady, in which secularity is being blamed, while in truth it is commonplace Judaism that is at fault. This has done great damage. I feel, therefore, that it is my mission – probably because of my unusual background and my atypical studies – to try and turn the tide. This also explains why my teachings are unconventional and controversial. After all, I cannot fit into this kind of Judaism, which to me is obsolete and a misrepresentation. I am looking for ways to make Judaism exciting and novel.
Every generation has to do this in accordance with the times in which it lives. One cannot teach Judaism now as it was taught a few hundred years ago. When a new spirit has overtaken society and new ideas are promulgated, one needs to speak in that language. This is what Maimonides did in his days. Aristotle was the person who set the intellectual stage, and Maimonides wrote his masterpiece, the Guide for the Perplexed, accordingly. While its contents are still very powerful and worth studying, its style, use of language, and mode of argumentation are dated. And so it is true with all other great Jewish thinkers, from Saadia Gaon (882-942) to Rabbi Joseph Ber Soloveitchik (1903-1993). All of these works are dated – yes even Rabbi Soloveitchik's! – and were written in accordance with the spirit of their times.
And so it will happen with my own ideas. And that's the way it should be. God opens up new vistas that deepen our understanding, and we have to make full use of this, because it will give us more profound insight into what Judaism has to offer.
This is why I teach Judaism as a rebellion, because it is rebellion and autonomy that are now in the air. I strongly believe that when new ideas, ideologies and movements come about, these are God-given and have great religious meaning, even if most people see them as secular or downright atheistic. (I learned this from Rav Avraham Yitzchak Kook). This means that we are religiously obligated to incorporate them into Judaism – sometimes by just accepting them and other times by reworking them. The goal is to bring everything back to Judaism (or, for that matter, to other religions.)
It is important to remember not to fall victim to using just any argument as a means to ensure that people remain committed to Judaism or become religious, if these arguments are doubtful, cheap, and untrue. That would be dishonest. This is what some outreach programs often seem to do, especially with their often outdated so-called proofs for the existence of God or the divinity of the Torah. We must protest against that sort of dishonest approach.
But because there are truthful elements in each serious philosophy, which can help us understand and deepen our insights into Judaism, we must become familiar with them as long as we don't treat them as axiomatic.
When Maimonides used Aristotle's ideas to explain Judaism, he did so because he honestly believed it would enrich our understanding of Judaism. He clearly believed that Aristotle was sent from Heaven to give him ideas to explain Judaism. At the time, Aristotle's ideas were seen as representing truth. As such, it was intellectually honest for Maimonides to use his ideas to explain Judaism. Maimonides would not have used these ideas had he known that they are actually untrue.
I have no doubt that if Maimonides were alive today he would be writing a very different Guide for the Perplexed, using the latest discoveries in science and recent insights into modern philosophy.
In some way we can argue that all philosophic and scientific insights are a kind of indirect explanation and elaboration on Torah and Judaism. And so it is with all literature, even if the authors were unaware of it or had none of that in mind.
When I claim that Judaism is rebellion, as I have done in my latest book Jewish Law as Rebellion, A Plea for Religious Authenticity and Halachic Courage (Urim Publications), it is because I honestly believe it is really rebellious, and I emphasize that element within Judaism because it speaks to the generation in which I live. The next generation may see the need to use another truthful element that will speak for that generation.
For some people these ideas are sometimes considered to be fanciful, mind-boggling, implausible, and exaggerated. Occasionally, I am accused of wishful thinking and even of being superficial. There is a certain truth in this! After all, it is a thought in process! I know that I have touched on something much deeper, which I'm not yet able to verbalize on the level I would like.
Without comparing myself to Rav Kook, I have learned from him to let one's thoughts run wild and just write down anything that comes to mind, which may not yet be at all sophisticated or properly thought through. But we know there are seeds that are planted, and we need to wait until they start growing and make a great contribution.
Sure, not everyone is able to do that. Only when people have enough knowledge and have been playing around with some of these ideas for a long time can they do that. "Smooth runs the water where the brook is deep", said Shakespeare (Henry VI, Part 2, III, i, 53). So, I smile when people accuse me of superficiality. They're right but they don't understand the secret behind it. Superficial ideas are like straws that float on the surface, but the pearls are close by when one dives deeper. I risk expressing them at this moment in time, even if they are still immature, because others may develop them – as indeed sometimes happens. That I pay a certain price for that is the last thing I'm worried about. Rav Kook expressed ideas that were naive and underdeveloped, but some of these ideas were later expanded into major concepts, by him or by some of his students. I hope that the same will happen with my own ideas. Even naiveté, a kind of childish innocence, or crazy thought may one day become a major idea of great value.
I am reminded of the story about the famous scientist Wolfgang Pauli who gave a talk on elementary particle physics at Columbia University. Niels Bohr, one the greatest physicists of the twentieth century, was in the audience. After the lecture Pauli said to Bohr: “You probably think that these ideas are crazy.” “I do”, replied Bohr. “Unfortunately, they are not crazy enough.”
This is the secret to successful teaching, and why it is one of the greatest and most exiting missions a human being can be privileged to take on.