The discussion so far focuses on a particular kind of study and a particular kind of learning. In fact, most of the current understanding in the educational field is that there are "multiple intelligences." It is not only that people have differing strengths but they have different abilities in how they learn.
Frankly, I am not so concerned about seminary education - whatever one does there, it cannot do everything, nor are most people fully ready to learn everything while rabbinical students. On the other hand, I am concerned that we foster careers where people build on their unique strengths and not be forced into predetermined boxes. Too often continuing education tries to redress weakness more than enhancing strength. [That is not to say that addressing one's weaknesses is wrong; but if it neutralizes that which gives someone excellence, it is counter productive.]
Moreover, one learns differently at different times and in different contexts. There were things I have learned in the almost 40 years since I was ordained that I wouldn't have been ready for or interested in as a rabbinical student. And I have learned much more from my teaching, having to articulate ideas and knowledge, than I did as a classroom student.
A related point is that the rabbinate today cannot rely on ascribed status. In many congregations there are people who can do everything a rabbi can, sometimes better, or have Jewish academic training at least as advanced as their official rabbi. The challenge is, in my view, not to continue to pour more pressure on a kol bo rabbi, but to carefully build job descriptions around the existing resources, many but not all of which are of the rabbi. Rabbis need to be learners - in ways that are authentic to them, but they also need to be leaders who earn their authority by developing honest, realistic, and viable communities built on a recognition that no one person is excellent in everything, but that a community which utilizes all of its human resourece can be an excellent community. In such a community, continued space for learning, however defined, will be a given.
Posted on behalf of Richard Marker
