For Jews, teaching and learning have been among the most important aspects of the faith since its very inception. The command to “teach your children” first appears in Deuteronomy 6:5–9, where it eventually became an important component of Jewish prayers and the creed. In the Book of Genesis, when Beit Yakov left Canaan, the first thing they did was to establish a school. Throughout its long history, Jewish education has undergone several significant changes, and the education received by each individual may vary depending on their position within society.

 

The Role of Priests and Prophets in Jewish Education

Prior to the Babylonian Exile, the role of the teacher was fulfilled by a teacher within the tribe or within the family. In this context, parents were heavily involved in educating their children. Although there were teachers, parents continued to play a major role in educating their children. The Jewish people, who lived a nomadic lifestyle, involved their children in various agricultural tasks such as farming, fishing and making tools as a form of training and education. This knowledge was passed down from generation to generation in the form of stories and allegories. Jesus also used this method to convey his teachings, namely through stories and parables.

 

When the roles of priest and prophet began to emerge in Jewish life, the culture of learning underwent a change, shifting from an oral tradition to a written method. With the advent of the written method, the ability to read became essential during that period, so that priests were often regarded as teachers of the community. Not only priests, but prophets were also regarded as teachers. The prophets were seen as channels through which God spoke; consequently, they also played a role in teaching, particularly regarding religious matters and personal issues. 

Education During Exile

 

When Jerusalem was destroyed by Babylon in 586/587 BC, the family still played a major and central role in the education of children. For the Jews, children were a gift from God, so it was important for parents to focus on educating their children for the sake of the children’s own future. During the period of exile, formal education began to emerge, with boys being taught to read and write. During childhood, boys would study the Tanakh, particularly the Torah. In primary education, these children will learn about the history of Moses; at a higher level, they will study the law and its practices. 

 

Unlike boys, girls are taught domestic skills such as spinning, weaving, preparing food and childcare. In formal settings, girls are also trained in midwifery and medicine. In higher social classes, educational opportunities in other fields are also available to girls. 

 

The Second Temple Period

Following the return to Jerusalem, the role of education became more significant and instructional systems also developed. Alongside their ceremonial and administrative duties at the Temple, the priests retained their role as educators. However, as time went on, the functions of the Temple became more complex, leading to the priests’ role as teachers being gradually transferred to the scribes.

 

The Character of a Teacher 

Teachers are held in very high regard in Jewish education. In certain cases, respect for a teacher may even exceed that shown to one’s parents. Teachers must also meet certain qualifications for teaching, such as being a married man, not being lazy, being permitted to become angry in certain circumstances, and possessing high moral standards. A teacher’s character is considered more important than their academic standards. 

Although the content and methods change in accordance with the demands of time and place. Education remains the primary focus within the Jewish home, culture and community. Education serves as the framework for passing on sacred teachings and traditions to the Jewish people. Consequently, education is one of the most important and fundamental aspects of Jewish daily life and faith.

Parents play a vital role in their children’s upbringing. The responsibility for educating children cannot simply be delegated to the school.