Bavli Berakhot

Torah learning occurred in rabbinic disciple communities that were strongly influenced by the Greco-Roman culture of paideia—the well-rounded educational ideal by which Greek aristocrats were educated in rhetoric, grammar, philosophy, arithmetic, medicine, gymnastics, and morals. These disciple communities valued intimate service to a teacher who was viewed as a living embodiment of tradition whose every action was a model for emulation. In two narratives in b. Berakhot 62a, the idea that a sage’s every word and deed has pedagogical value leads to humorous results.

Study of the Torah was not the only vehicle for the divine-human relationship. Prayer also played an important role in the rabbinic pursuit of piety, and rabbinic discussions of prayer often venture into its psychological aspects. In b. Berakhot 60b–61a, the rabbis declare that one must bless and praise God in both good times and bad and accept one’s fate without question. By contrast, b. Berakhot 31b–32a contains an extended midrash on the prayer of Hannah (1 Samuel 2:1–10), which leads to a discussion of Hannah, Elijah, and Moses, each of whom spoke insolently before God in prayer and, by pointing out God’s failings and injustice, extracted concessions or forgiveness from God. (See also “Hannah’s Prayer for a Child.”)

Although rabbinic sources are unstinting in their praise of the life of both Torah study and prayer, they do not neglect other virtues. A passage from b. Berakhot 17a contains a variety of rabbinic maxims that, in addition to extolling devotion to the Torah and fear of sin, emphasize the common humanity of all persons, the value of all labor, the importance of a moderate disposition and friendly demeanor, the need for repentance and the disinterested performance of good deeds, and the reward awaiting the righteous.

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Torah learning occurred in rabbinic disciple communities that were strongly influenced by the Greco-Roman culture of paideia—the well-rounded educational ideal by which Greek aristocrats were educated in rhetoric, grammar, philosophy, arithmetic, medicine, gymnastics, and morals. These disciple communities valued intimate service to a teacher who was viewed as a living embodiment of tradition whose every action was a model for emulation. In two narratives in b. Berakhot 62a, the idea that a sage’s every word and deed has pedagogical value leads to humorous results.

Study of the Torah was not the only vehicle for the divine-human relationship. Prayer also played an important role in the rabbinic pursuit of piety, and rabbinic discussions of prayer often venture into its psychological aspects. In b. Berakhot 60b–61a, the rabbis declare that one must bless and praise God in both good times and bad and accept one’s fate without question. By contrast, b. Berakhot 31b–32a contains an extended midrash on the prayer of Hannah (1 Samuel 2:1–10), which leads to a discussion of Hannah, Elijah, and Moses, each of whom spoke insolently before God in prayer and, by pointing out God’s failings and injustice, extracted concessions or forgiveness from God. (See also “Hannah’s Prayer for a Child.”)

Although rabbinic sources are unstinting in their praise of the life of both Torah study and prayer, they do not neglect other virtues. A passage from b. Berakhot 17a contains a variety of rabbinic maxims that, in addition to extolling devotion to the Torah and fear of sin, emphasize the common humanity of all persons, the value of all labor, the importance of a moderate disposition and friendly demeanor, the need for repentance and the disinterested performance of good deeds, and the reward awaiting the righteous.

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