The Anti-Rationalist Manifesto

This is truly a landmark in Jewish history. A manifesto for anti-rationalism has been published. Not a book based on anti-rationalism, like "Torah, Chazal & Science," but an actual list of anti-rationalist principles!

It was printed in Lehovin, a newspaper put out by the American supports of the Rav Shmuel Auerbach faction, and apparently associated with Rav Aharon Schechter of Chaim Berlin. The manifesto is presented as a response to the secular education taught in American elementary schools. Its contents are reminiscent of Rav Moshe Sternbuch's letter about my books, or Rav Uren Reich's famous speech at the Agudah convention.

Since the photo of the article that was sent to me is slightly difficult to read, I took the liberty of scanning and OCRing it. WARNING: Reading this may cause severe stress. Here it is, in its entirety, following which I will critique it:



SAMPLE FROM THE ELEMENTARY SCHOOL STANDARDSHOW IT UNDERMINES TORAH VALUESThe central purpose of scientific inquiry is to develop explanations of natural phenomena...Hashem is running the world. Developing explanations for all the natural phenomena undermines basic Emunah be'HashemQuestion the explanations they hear from others and read about, seeking clarification and comparing them with their own observations and understandings.We are teaching our children to question the explanations they hear from their parents, Rebbeim and gedolim?! And to measure up that which they have learned in sefarim with their own opinions?! Can there be something worse to undermine the mesorah we hold so dear?Use simple logical reasoning to develop conclusionsTorah does not accept children as b'nei daas to develop conclusions. Children should be taught to listen to the conclusions which others far greater than them have determined.Seek to clarify, to assess critically, and to reconcile with their own thinking the ideas presented by others, including peers, teachers, authors, and scientists.Torah observant Jews capitulate to the ideas of those wiser than them. They do not attempt to assess or reconcile the ideas of those wiser than them with their own ideas. Further­more, in Yiddishkeit the ideas of peers and teachers are not equal.Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures...The focus on reasoning and consensus undermines the Torah value of acceptance and obedience. We follow Torah neither because it conforms to our reasoning, nor because of a consensus among our peers. The more we focus on reasoning and consensus, the more our Torah values become compromised.Natural Hazards - Some kinds of severe weather are more likely than others in a given region. Weather scientists forecast severe weather to that the communities can prepare for and respond to these events.Children are taught not to see Hashem's mighty hand upon this world. Children are taught to give a scientific explanation for every occurrence and then taught to prepare and respond to them leaving Hashem, reward and punishment and the perspective of the Torah out of it entirelyPatterns in the natural world can be observed, used to describe phenomena, and used as evidenceChildren are trained not to think in terms of Hashgacha pratis but rather in terms of patterns to explain every phenomena.Cause and Effect - Simple tests can be designed to gather evidence to support or refute student ideas about causes.Again and again, children are taught to attribute natural causes and natural effects to everything that happens in the world, leaving Hashem out of it entirely. R"L.Use observations to describe patterns of what plants and animals (including humans) need to surviveWe know that we are not a type of animal. We have a Tzelem Elokim which distinguishes us from every other living being and gives us our unique mission in this world. Again and again in the curriculum, humans are viewed as another type of animal, and in literature, the animals are portrayed as humans. Furthermore, we believe that Hashem determines our survival. Not patterns.Influence of Engineering, Technology, and Science on Society and the Natural World - People depend on various technologies in their lives"Kochi v'otzem yodi" is idolized in the curriculum.Inheritance of Traits - (NYSED) Some young animals are sim­ilar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. Individuals of the same kind of plant or animal are recogniz­able as similar but can also vary in many waysThese theme, reviewed again and again, normalize children's deviation from their parents.Stability and Change - Things may change slowly or rapidlyThis crosscutting concept lays the groundwork for kefira. The word evolution may not be used, but evolutionary concepts are woven into many themes in the curriculum.Construct an argument with evidence that in a particular hab­itat some organisms can survive well, some survive less well, and some cannot survive at all.Hashem is "zon u'mefarnes hakol." The survival of every living creature is based on His will. Not the environment, not other animals, only on Hashem alone. But the children learn to think differently.Over time, people's needs and wants change, as do their de­mands for new and improved technologies.What was good for our grandparents, our children are taught, is not good enough for us. And technology helps address the new needs and wants. Is this what we want our children to learn in school, even subliminally?Generate and compare multiple solutions to reduce the im­pacts of natural Earth processes on humans.Was this not the idea of the Dor Haflagah? Figure out solutions - never teshuva - to reduce the impact of Hashem's wrath.


Ain't that something?! Now, while some people will doubtless furiously respond that "it isn't Judaism!!!," that's not a fair critique. There is no such thing as a homogeneous entity titled "Judaism." Historically, there are many different schools of thought within Judaism, including the anti-rationalist tradition.

Having said that, it is equally true that this manifesto does not present the sole normative classical Torah perspective. Certainly all the Rishonim of Sefard would view it as nothing less than outrageous. And it's even absurdly hypocritical by any standard.

"Developing explanations for all the natural phenomena undermines basic Emunah be'Hashem"?! So we shouldn't study medicine or astronomy?! Studying the workings of the universe was seen by most Rishonim as a way of comprehending God's ways.

"Torah observant Jews capitulate to the ideas of those wiser than them. They do not attempt to assess or reconcile the ideas of those wiser than them with their own ideas." I will respond with the words of Rav Chaim of Volozhin: It is forbidden for a student to accept the words of his teacher when he has difficulties with them. And sometimes, the truth will lie with the student. This is just as a small branch can ignite a larger one. (Ruach Chaim to Avot 1:4) 

"The focus on reasoning and consensus undermines the Torah value of acceptance and obedience." Actually, the entire Talmud is about reasoning and consensus.

"Children are taught to give a scientific explanation for every occurrence and then taught to prepare and respond to them leaving Hashem, reward and punishment and the perspective of the Torah out of it entirely." Like it or not, there are scientific explanations for weather occurrences. The question of how to resolve this with providence is certainly worthy of discussion; denying the effectiveness of science is silly.

"We know that we are not a type of animal. We have a Tzelem Elokim which distinguishes us from every other living being and gives us our unique mission in this world." Actually, Chazal and the Rishonim describe man as possessing the physical nature of an animal along with the addition of soul. The physical laws of survival which apply to animals also apply equally to us. 

"Kochi v'otzem yodi" is idolized in the curriculum." Read the continuation of the passuk. There's no denying that human endeavor accomplishes things; the problem is only in not expressing gratitude to God. 

"This theme, reviewed again and again, normalize children's deviation from their parents." I must say that this one threw me through a loop. So teaching the fact of slight genetic variation from parents (which is visible to all) is going to teach children to discard their parents' Jewish tradition?!

"Hashem is "zon u'mefarnes hakol." The survival of every living
creature is based on His will. Not the environment, not other animals, only on Hashem alone." Well, Hashem created a world which shows that He evidently thinks differently.

"What was good for our grandparents, our children are taught, is not good enough for us. And technology helps address the new needs and wants. Is this what we want our children to learn in school, even subliminally?" Are they trying to prevent scientific progress? Would they prefer to go back to the golden age of the shtetl, when a third of children would not survive to adulthood?

"Generate and compare multiple solutions to reduce the im­pacts of natural Earth processes on humans. - Was this not the idea of the Dor Haflagah? Figure out solutions - never teshuva - to reduce the impact of Hashem's wrath." Well, if they don't want to figure out and implement ways to save themselves from flooding and over-exposure to harmful sunlight and hurricanes, maybe they can win the Darwin Award for improving the gene pool by removing themselves from it.

It's a good thing that my book Rationalism vs. Mysticism hasn't gone to press yet - I think I should include this manifesto in it!