5e: A Jewish Perspective
Unit overview
Background information
This topic aims to present the ancient Jewish texts (Torah and Talmud) as being
“guides” to life for Jews which engage in questions about God’s plans and life’s
purpose. Scientific enquiry has a part in this and does not necessarily clash with it.
Where they seem to clash Jewish writing has often been proactive in dealing with
questions. Jewish thought can accommodate the creation/evolution, Big Bang/age of
universe debate in different ways. There are different understandings of Miracles by
ancient and modern rabbinical interpretation. The basic questions to be raised:
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Is man unique?
Are Science and Torah incompatible?
How are eternal values (How Jews traditionally view Torah) and scientific
values (changing) squared?
Are religion and Science teaching essentially different values, so
compatibility/incompatibility may be the wrong question as they run on
parallel lines?
The topic gives a focus on “the Image of God” and how Jewish thought might
understand that in relation to scientific understandings of what it is to be human.
Some “case studies” of actual “Jewish” responses to scientific issues include
Maimonides (mediaeval) Rabbi and scientist, doctor and astronomer) Rabbi Joseph
Soloveitchik (twentieth century Rabbi) Lord Winston (current scientist).
As background for both teachers and students, a brief summary of what Judaism
is/believes would be helpful for reference. (see srs_1 – Judaism in a nutshell)
Alternatively, the Judaism section in the BBC “Belief File” video series made for
schools could substitute for less able students. Good web sites are the “Judaism 101”
section found at www.jewfaq.org or the “Basics” section found at www.torah.org
The main aim of the topic is to communicate that:
1. That Judaism has room for scientific enquiry within its tradition
2. The Torah describes the origin and purpose of the world
3. That there are compatibilities between science and Judaism e.g. different
accounts of creation
4. That Judaism currently debates the role of new scientific developments within
its legal/ethical system to see what is/isn’t acceptable e.g
medical/environmental issues
5. That there are a number of Jews who have made significant contributions to
the scientific community
Science and Religion in Schools Project – Unit 5e: A Jewish Perspective
Learning opportunities
Lesson 1: Students have a chance to consider the purpose of the narrative of
Genesis 1. They discuss the questions raised by this chapter in groups. There are two
alternative activities, one involving consideration of what they consider to be ‘true’;
the other involves an imaginary dialogue between a Rabbi and an atheist scientist.
Lesson 2: This lesson is based on discussions in pairs and in groups. Questions
concerning the uniqueness of humankind in relation to animals; the significance of
the two different accounts of Genesis 1 and 2; the idea that there could be two
different Adams.
Reflections by Jewish thinkers on different interpretations of Genesis 1 and 2. (see
srs2 - Reflections of Jewish thinkers) There is a huge variety of interpretation in
this area and many scholars would take the “compatibilist” view.
The major Jewish scholar of the medieval period was Moses Maimonides. He was a
doctor and scientist as well as a Rabbi and his influence on Jewish thinking ever
since has been unparalleled. He uses Aristotle’s principle division of the basic
elements, wind and fire and water when describing Creation and refers to Aristotelian
principles when discussing how miracles might have happened, in his most famous
work “The Guide For he Perplexed.”
Rabbi Abraham Kook, the first Chief Rabbi of Israel when the State was created in
1948 embraced evolutionary theory. He related physical evolution to spiritual
evolution and encouraged study of scientific theory in the hope of gaining a deeper
understanding of history.
In the USA in the 1950s, a group called the Association of Orthodox Jewish Scientists
formed from academics form all scientific disciplines. Their aim was to publish
articles of a scientific nature while demonstrating their commitment to Jewish belief.
A book inspired by this called “Challenge: Torah views on science and its problems”
edited by Carmell and Domb was published in the 1970s.
In the USA in the 1950s, a group called the Association of Orthodox Jewish Scientists
formed from academics form all scientific disciplines. Their aim was to publish
articles of a scientific nature while demonstrating their commitment to Jewish belief.
A book inspired by this called “Challenge: Torah views on science and its problems”
edited by Carmell and Domb was published in the 1970s.
In the 1990s two influential books appeared “harmonising” Science and Torah. One
was by Nathan Aviezer “In The Beginning: Biblical Creation and Science” which aims
to seek counterparts for facts in the Torah with scientific theory of the development
of the Universe. The other is “Genesis and The Big Bang: the discovery of harmony
between modern science and the Bible” by Gerald Schroeder.
The twentieth century produced many famous Jewish scientists, including several
Nobel prize winners. Several escaped to America or England from Nazi Germany in
the 1930s. Two of the most famous and influential names were Sigmund Freud and
Albert Einstein. Although neither were religious Jews, they were both enormously
influenced by their Jewish background and culture.
Freud’s view was that being Jewish was an advantage in his work in that it gave him
intellectual freedom and an outsider’s perspective. He wrote:
Science and Religion in Schools Project – Unit 5e: A Jewish Perspective
“Because I was born a Jew, I found myself free from any prejudice that
limited others in the use of their intellect, and being a Jew, I was prepared
to enter opposition and to renounce agreement with the “compact
majority.”
Einstein once said, when asked if he believed in God: “I believe in Spinoza’s* God
who reveals himself in the orderly harmony of what exists, but not in a God who
concerns himself with the fates and actions of human beings.” He also said:
“The pursuit of knowledge for its own sake, an almost fanatical love of
justice, and the desire for personal independence – these are the features
of the Jewish tradition which make me thank my stars I belong to it.”
“Religion without science is lame, while science without religion is blind.”
* Spinoza, seventeenth-century radical Jewish philosopher
There is much debate within Judaism on the ways in which humans and animals
differ. Genesis 1.27 which says that humankind alone was created “in God’s image”
– is usually understood as meaning animals do not have a soul – or if they do they
have a more “primitive,” less developed soul than humans.
Traditional Judaism
expresses a view that humans share with God a knowledge of right and wrong, and
unlike animals can make moral choices.
One of the most famous Rabbis in the twentieth century was Rav Soloveitchik, who
lived in America. He developed a theory called “The Two Adams”. Despite being a
very great spiritual leader he was very interested in technology and scientific
advances – and disagreed very strongly with those who said scientific study was in
some way opposed to religion. He celebrated science as an aspect of man’s
progress.
Science and Religion in Schools Project – Unit 5e: A Jewish Perspective
Aims of the topic
At the end of the topic most students will have:
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Reflected on the nature of the narrative in Genesis 1 and 2.
Developed an understanding of what Jews believe the purpose of the Torah to
be.
Considered the different kinds of questions answered by Science and Religion.
Identified ways in which humans are different to animals.
Considered why there are two different accounts of creation.
Some will not have progressed as far but will have:
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Outlined the key features of the creation account in the Torah (Genesis 1 and
2).
Reflected on what the purpose of the creation accounts in Genesis 1 and 2
may be.
Begun to form opinions about the nature of questions answered by Science
and Religion.
Understood some of the ideas as to why there are two different creation
accounts.
Others will have progressed further and will have:
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Examined different Jewish interpretations of the creation accounts in the
Torah (Genesis 1 and 2)
Carried out research into Jewish Scientists and Theologians who have
contributed to the debate between Science and Religion.
Considered whether evolution and creation could both be correct according to
the Torah.
Analysed the ways in which humankind might be separate from animals
according to the Torah.
Come to conclusions about what is meant by ‘the image of God’.
Key Questions
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Is man unique?
Are Science and Torah incompatible?
How are eternal values (How Jews traditionally view Torah) and scientific
values (changing) squared?
Are religion and Science teaching essentially different values, so
compatibility/incompatibility may be the wrong question as they run on
parallel lines?
Learning Objectives
 To consider how both Science and the Torah can be guides for life.
 To examine how Judaism might understand Torah and Science
 To contribute to discussions on the extent to which scientific enquiry can exist
alongside Jewish teachings.
 To identify ways in which mankind is unique.
Science and Religion in Schools Project – Unit 5e: A Jewish Perspective
Learning Outcomes
To have considered
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That Judaism has room for scientific enquiry within its tradition
That the Torah describes the origin and purpose of the world
That there are compatibilities between science and Judaism e.g. different
accounts of creation
That Judaism currently debates the role of new scientific developments within
its legal/ethical system to see what is/isn’t acceptable e.g.
medical/environmental issues
That there are a number of Jews who have made significant contributions to
the scientific community
Resources
Resources on the CD-ROM
5e_overview
5e-r1 Judaism in a nutshell
5e_r2 Reflections of Jewish Thinkers.
Some books of general interest include:
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Pentateuch (Torah) Jerusalem Publications Society translation
Tradition in An Untraditional Age, Jonathan Sacks
Radical Then Radical Now, Jonathan Sacks
The Jam Packed Bible (http://www.aj6.org), Raphael Zarum
Messengers of God, Elie Wiesel
Halakhic Man, Joseph Soloveitchik
Challenge, Carmell and Domb
"The Complete Idiot's Guide to Understanding Judaism" and “The
Complete Idiot's Guide To Understanding Jewish History and Culture”
both by Rabbi Benjamin Blech, published by Alpha Books.
Science and Religion in Schools Project – Unit 5e: A Jewish Perspective