Editing Torah study (section)

==Methods==
===The Brisker method===
The [[Brisker method]] consists of a methodical search for precise definitions of each concept involved in the discussion. Once the mechanism by which a law works is rigidly and correctly defined, it can become clear that one aspect of the definition applies in one situation but not another. Therefore, the final ''[[halacha]]'' will differ in the two situations, even if they superficially appear to be very similar.

Often an entire series of disagreements among the [[Rishonim]] (Talmudic commentaries from roughly the period 1000–1500) may stem back to a subtle difference in how these Rishonim understand a line from the Talmud. The Brisker method can provide a precise formulation of how each Rishon understood the topic, and thus account for their differences in opinion. This approach is most productive when a whole series of debates between two Rishonim can be shown to revolve around a single ''chakira'', or difference in the understanding of a Talmudic concept.

The Brisker method is not a total break from the past. Rabbis before Brisk sometimes made "conceptual" distinctions, and Brisker rabbis can still resolve issues without recourse to the terminology they invented. The difference is one of focus and degree. Non-Brisk analysis tends to formulate "conceptual" definitions only when necessary, while for Briskers, these definitions are the first and most common tool to be used when approaching a Talmudic issue.

One example of the emphasis on the value of precise definition can be found in a quote attributed to [[Chaim Soloveitchik]]: "One approach which answers three different problems is better than three different approaches to individually solve the three problems" (a corollary of [[Occam's razor]]).

===The Luzzatto method===
[[Moshe Chaim Luzzatto]] was the only one to set down the sages' thought process in an organized, systematic, and complete program that can be taught and reproduced. This method makes [[Gemara]] (Talmud) learning accessible to everyone by exploring key logical concepts of Talmudic analysis. It is claimed that based on precision and clarity of thinking, one's inherent intellectual powers are studied, cultivated and nurtured. Conscious awareness of one's thinking and thoughts is the key to understanding Torah.

===The Zilberman method===
The [[Zilberman Method]], pioneered in the mid-20th century by [[Yitzhak Shlomo Zilberman]], draws upon traditional teaching methods as outlined by [[Chazal]] and championed by the [[Judah Loew ben Bezalel]] and [[Vilna Gaon]]. The [[Mishnah]] and the Talmud set forth [[Halakha|halakhic]] guidelines for teaching Torah to children. These guidelines include the ages at which texts should be studied ("Five years old is the age to begin studying Scripture; ten for Mishnah; thirteen for the obligation of the commandments; fifteen for the study of Talmud...")<ref>Misnah, Avot 5:21</ref> the times of study (including Shabbat for children; ''Hachazan roeh heichan tinokot korin'' – the chazzan observes [on Shabbat] where [in the text] the children are reading)<ref>Babylonian Talmud, Shabbat 11a. See [[Rashi]], [[Nissim of Gerona|Ran]]</ref> and the manner of teaching (''safi lei k'tura'' –stuffing the children like oxen;<ref>Babylonian Talmud, Ketubot 50a</ref> ''ligmar inish v'hadar lisbor'' –read the text and then explain it.<ref>Babylonian Talmud, Shabbat 63a</ref>)

The Zilberman method has children focus exclusively on Tanakh and Mishnah in their younger years, ensuring that they know large portions of both areas by heart before they begin learning Gemara. Indeed, graduates of such schools tend to have impressive fluency in these areas. Two key elements in Zilberman's methodology, however, must be singled out: ''chazarah'' (review) and student participation.

In the Zilberman-styled school, a new text of Chumash is introduced in the following manner (obviously adjustments are made for each grade level). On Monday and Tuesday, the teacher chants the text with the ''tropp'' ([[Hebrew cantillation|''ta'amei ha'mikra'']]) and the students immediately imitate him. This is repeated several times until the students are able to read the text independently. Then the teacher introduces the translation/explanation of the text and invites students to participate in the process. New words typically need to be translated only once; subsequently, students are encouraged to call out the translation on their own. All translations are strictly literal. If the translation does not automatically yield a comprehensible meaning, the students are invited to try to find one. The class spends the rest of the week reviewing the material. Each [[Chapters and verses of the Bible#Verses|pasuk]] is reviewed with the tropp at least twenty-four times.<ref>{{cite web|last1=Gottlieb|first1=Dovid|title=The Zilberman Method|url=https://www.ou.org/jewish_action/03/2010/the_zilberman_method/|website=OU.org|publisher=Jewish Action|date=March 8, 2010}}</ref>