In Parshat Vayakhel, we learn about Betzalel, the highly gifted craftsman, imbued by Hashem with great skill, who crafts magnificent objects out of precious metals, stones, fabric, and wood. A multifaceted artisan, he is tasked with the most important roles of constructing the mishkan in which the Shechina was to dwell, assembling the kohen gadol’s garments, and preparing the oil and incense for the avodat Hashem.
The significance of his work can’t be understated, because the design of the mishkan not only has to merit Hashem’s presence, but also needs to provide a sensorially rich focal point for Bnai Yisrael’s spiritual intention. Without it, the people are vulnerable to creating a spiritual substitute, which was demonstrated so clearly in their construction of the golden calf.
The description of Betzalel’s holy work in this week’s parsha demonstrates that, although most of our avodah is text-based, there are multiple, deeply meaningful ways of serving Hashem in our lives that befit us as individuals. Betzalel’s avodah was through hiddur mitzvah, the concept of elevate our daily spiritual practice through beautifying the fulfillment of mitzvot.
In education, especially at OCA, we appreciate that wisdom and knowledge come in different forms. None of us has a particular learning style (e.g. visual versus auditory learner); that theory has long been debunked. However, we, as multifaceted human beings, do express knowledge in a variety of ways: verbal-linguistic, logical-mathematical, visual-spatial, musical, tactile-kinesthetic, spiritual, etc. Developing our capacities in all of these areas creates a richness to our lives and broadens our ability to make a kiddush Hashem in all that we do.
As learners, we are naturally endowed with certain strengths and capacities, but our potential must to be developed through instruction and dedicated effort. This is the core concept behind growth mindset thinking. Rather than perceiving ourselves and our children as either having a predetermined talent or lacking thereof, we understand that each of us has the potential to not only master new skills, but become an expert, if we are provided with the opportunity to develop those skills through modeling and practice with immediate feedback. Even this thinking has to be learned.
For example, young children love to create art and present their artworks to us with great pride. “Look what I made for you!” They eagerly anticipate our gratitude and love reflected back at them. Unfortunately, as children develop a sense of themselves, they become self-critical and decide that either they are either naturally good at something or they are not and never will be. Without understanding that skills aren’t naturally endowed, but require modeling, coaching, and practice, students who believe themselves to be “bad” at art (or substitute math, reading, sports, etc.) lose interest and avoid the activity at all costs.
The great joy of education is in teaching students how to succeed, especially when they believe they don’t inherently have a talent for the subject. Drawing on the Right Side of the Brain, by Betty Edwards, for example, illustrates through eye-opening lessons that anyone can be good at
Shabbat shalom!