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Frequently Asked Questions
1. What is the Revadim
Method?
2. Why was the Revadim
Method developed?
3. Is there halachic
and rabbinic basis for the Revadim Method?
4. When and how
was the Method developed?
5. Who heads the
Revadim Method project?
6. What materials
according to the Method are already available?
7. Why is there
opposition to the Revadim Method?
8. Is the Revadim
Method already in use in schools?
9. What are the
fundamental principles of the Revadim Method?
10.How may I learn about
the Revadim Method?
What is the Revadim
Method? 
The Revadim Method is an approach to the study of Oral
Tradition. The Oral Tradition is seen as a living legal
system, and not only as written literature. Therefore,
one should learn the literature of the Oral Tradition
in accordance with the dynamic process through which
it was formed. Since the page of Talmud we study today
is comprised of various historical layers, it is difficult
for the uninitiated learner who simply reads the text
as one continuum to distinguish between the various
periods, places or academies, and types of literature
in every sugyah (Talmudic discussion). This difficulty
brings frustration to many students, young and old.
The Revadim Method was developed to solve these difficulties,
offering a simple and interesting way to study Oral
Tradition. The Method gives every learner the skills
to learn Talmud independently and understand the evolution
of the Oral Tradition. The entire Revadim Method staff
dedicates its efforts to the spreading of Torah learning
and values. With Hashem's help, we will succeed!
Why was the Revadim
Method developed?
The overall goal of the Revadim Method is to strengthen
the study and teaching of Torah by teaching skills that
empower students to learn independently and clearly.
Revadim Method staff members, aided by special computer
graphics programs specially developed to enable maximum
results, develop materials which present Talmudic sugyot
(discussions) in a clear and pleasing manner. Similarly,
didacticians have developed learning materials and teacher
guides according to the Revadim skills. The Revadim
Method staff also train and guide teachers in the implementation
of the skills in schools.
Is there halachic
and Rabbinic basis for the Revadim Method?
The Revadim Method is not new. Gaonim (7th-10th centuries),
Rishonim (11th to 16th centuries) and Acharonim (16th
to 20th centuries) have already emphasized various elements
of the Method, such as separation of the various layers
of the Talmudic sugyah (discussion), and the critical
implications of the layer separation. We have collected
a wide variety of sources from earlier scholars relating
to the Method, and the collection is available in printed
form. Interested parties may acquire the booklet in
the Materials Shop
here on the site.
When and how was the
Method developed?
As mentioned in the answer to the previous question,
the basis of the Method is ancient and well-established.
However, consistent application of the Method in each
and every Talmudic sugyah (discussion) is the initiative
of Rabbi Professor Meir Simchah Feldblum of blessed
memory who dedicated his life to the teaching of Torah,
and served as a Rosh Yeshivah, and as an academic in
the departments of Talmud of the Bernard Revel Graduate
School of Yeshiva University, New York and Bar Ilan
University in Israel. The present director of the program,
his student Rabbi Dr. Pinchas Hayman, is responsible
for translation of the Method into widely applicable
pedagogic and didactic terms.
Who
heads the Revadim Method project?
Rabbi Dr. Pinchas Hayman, director and chief researcher
of the program, lectures in the Department of Talmud
and School of Education of Bar Ilan University in Israel.
Working with Rabbi Dr. Hayman are teams of many Rabbis
and researchers who develop the Method according to
its principles, and didacticians who serve as guides
for teachers in schools throughout Israel. See our Staff
Page for further information.
What materials according
to the Method are already available?
Teachers guides and student workbooks for the first
two years of our elementary school program have already
been published, and are in use in many schools throughout
Israel. These colorful, creative and enjoyable materials,
called "Revadim v'Meimadim b'Toshba," are produced for
the Revadim Method by the Midrasha for Judaism "On Wheels"
in Karnei Shomron. They present Mishnah on three parallel
tracks: linear study of organic tractates, selected
mishnayot according to the holy day cycle, and special
lessons on methods and skills. The workbooks and teacher
guides are accompanied by full color posters, audio
disks and tapes for the oral learning of mishnayot,
and the Revadim Anthem which teaches the importance
of Torah study and our love of Torah and Hashem.
Also available is the booklet of Asaf Malach on sources
from the Rishonim and Acharonim which provide the basis
of the Revadim Method. Another booklet explaining in
detail the conceptual background of the Method will
be published in the very near future.
The Revadim Method staff is now at work on production
of samply Talmud chapters typeset and explained according
to the Method. The first two chapters, Chapter Four
of Tractate Berachot and Chapter Two of Tractate Baba
Metzia, will be published in the next several months.
All our materials are available in the Materials
Shop here on the site.
Why is there opposition
to the Revadim Method?
The opposition to the Revadim Method centers about
several issues:
- The dating of the anonymous layer of the Talmud:
Opponents claim that the entire Talmud, with the exception
of several isolated selections, was edited in the
days of Rav Ashi and Rabina, or alternately, of Rabina
b. Rav Huna and Rab Asi some eighty years later. Our
opponents attribute to us a later dating of the anonymous
layer, and they feel that this may undermine the halachic
authority of the Talmud as binding "pesak halachah."
Our response: the Revadim Method does not generalize
about the identity of the anonymous Talmudic layer
as Amoraic or post-Amoraic. Our position is that "most
of the anonymous layer is later than most of the Amoraim,"
and we are more interested in the functional differences
between the Amoraic literature and the anonymous layer.
To be specific: whether the anonymous layer is from
Rav Ashi, Rav Asi, or even if some of it comes from
the later Gaonim, the critical didactic importance
of its separation from the Amoraic literature is identical.
In any event, it is clear that the halachah is entirely
unaffected by this issue, since all of observant Israel
has accepted the Talmud Babli in its entirety as halachically
binding, and also the post-Amoraic sources - the Saboraim,
Gaonim - are also integral parts of the evolution
of the halachah throughout its generations.
- The issue of "okimtot" (interpretive case definitions)
in the Amoraic and Talmudic literatures: Opponents
of the Method claim that our approach to the "okimtot"
could cause students to disrespect the words of the
Talmud.
Our response: The Revadim Method claims that in many
cases the "okimtot" appear to present the simple and
intended meaning of the earlier sources they interpret.
However, in more than a few sugyot, it appears that
the "okimtot" are not according to the simple meaning,
but rather adapt earlier sources to other early, differing
halachic approaches, and to the evolving processes
of halachic decision-making in the various periods.
Our opinion is upheld in quite a number of sources
of Rishonim and Acharonim, as we present in the booklet
described above. For the Revadim Method, the "okimta"
is an interpretive means of matching an early source
to final "pesak," and is a critical component of the
Talmudic enterprise, merging honor and respect for
earlier generations with the application of halachic
principles by later "poskim" in ever-changing circumstances.
- Formulation of a consistent approach from isolated
statements of Rishonim: Opponents of the Revadim Method
claim that although there are a number of sources
in the Rishonim which indeed verify the Revadim Method,
this was not their main study method.
Our response: The Revadim Method claims that the occasional
use of the tools and skills of the Method by the Rishonim
proves their legitimacy in principle, and that the
needs of our generation require an approach to learning
which is based on a consistent and evenly-applied
methodology. In our opinion, renewal and innovation
in methods of Torah learning is not only justified,
it is essential for the securing the love and involvement
in learning of students in our generation, and this
process is backed up by many examples of methods development
in the various academies of the Acharonim.
- The danger of separating the anonymous Talmudic
layer from the Amoraic statements: opponents of the
Revadim Method claim that separation of the anonymous
Talmudic layer from the Amoraic statements will lead
to the belittling of the anonymous material by students.
Our response: Oral Tradition is by its nature built
from layers, and this fact in no way belittles the
value of later generations. Not only is practical
halachah determined in accordance with the opinions
of the later authorities, but the very learning styles
of each generation have intrinsic value and special
quality which requires study and appropriate treatment.
- Some opponents of the Revadim Method agree in principle
with the Method from a research and learning perspective,
but they disagree with the application of the skills
in the elementary and secondary grades before students
are fluent in classical learning styles.
Our response: In our opinion, this concern is unfounded,
since the problems in the study of Oral Tradition
in schools and yeshivot prove that the existing approach
is unsuccessful, and demand immediate application
of consistent methodology which will bring the pupil
to an independent capability in learning. This independent
capability will enable us to teach Rishonim and Acharonim
with success.
Is the Revadim Method
already in use in schools?
The Method is already in regular use in about twenty
schools in Israel, and is extremely successful. More
schools turn to us all the time, and we foresee a situation
in which the Revadim Method will become the leading
method for the teaching of the Oral Tradition.
What are the fundamental
principles of the Revadim Method?
Learn every layer in the literature of the Oral Tradition
according to its simple meaning
Know and recognize the names and periods of the scholars
and academies represented in every sugyah
Know and recognize the key words and cognitive forms
appearing in the sugyah as representative of specific
layers
After learning of each layer, determine the layer’s
unique contribution to the preceding layer, and why
the new contribution was necessary
The stages of study can be defined as four:
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Mishnah |
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Tannaitic Literature Parallel
to Mishnah |
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Amoraic Literature |
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Talmudic Literature,
called “Stama d’Talmuda” by the Rishonim |
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