By: Romi Morales
What is the secret of those educators who influence, impact, and inspire, leaving lifelong marks? What should I incorporate into my educational practice to ensure that my contribution is relevant and meaningful?
Parashat Terumah offers us five wonderful lessons worth knowing to make our role in the educational space significant, profound, and lasting. If you want to discover them, this article is for you. Let’s begin!
Educating: Giving with All Your Heart
In Parashat Terumah (Donation), God commands Moses to collect a contribution from Am Israel to build the Mishkan (Tabernacle, a portable sanctuary where the Divine Presence would dwell among them). However, here, God does not impose how much each person should give but instead asks them to donate according to the desire of their heart (Exodus 25:2).
Commentators suggest that this principle is relevant in various aspects of our lives, as any significant project we wish to advance successfully requires genuine commitment and the desire to be part of it—not impositions. When we give from the heart, we usually do not expect anything in return. And it is precisely this lack of expectation that allows the surprise effect to arise when something is received anyway.
In this context, what is received is first perceived (no longer taken for granted), and therefore, it is welcomed and sincerely valued. The genuine appreciation of what is received often fuels the desire to keep giving from the heart, now from a growing sense of belonging and shared responsibility for the process being carried out.
This rule is equally valid in education. When people are asked who have been the most influential educational figures in their lives, they often mention educators who loved what they did, were passionate about what they taught, and genuinely cared about the well-being and holistic growth of each participant in the group and the group as a whole.
To their learners, these individuals did not just choose to educate—they chose to do so with all their heart. By educating in this way, these mentors conveyed a message that each person in the educational space was important, that what they would build together had immeasurable value, and that investing time, energy, and dedication was something they did with joy and commitment.
By letting go of the expectation of a specific response from their students, these educators opened themselves up to the possibility of receiving a wide range of interactions, allowing them to embrace each interaction and appreciate every effort, product, and achievement of each individual.
Recognizing each person within the educational environment and valuing their contributions is what many people say motivated them to fully engage in the learning and growth journey being offered to them.
When we educate from the heart, we allow those who learn to do the same. And when this happens, the construction of knowledge is more likely to take root and remain active over time.
Education as an Act of Elevation, Self-Improvement, and Growth
The root of the Hebrew word Terumah (ר.ו.ם) means “to elevate.” In other words, donation is not merely about giving but rather an act that seeks to transform something ordinary into something sublime.
This is why it is no surprise that the Mishkan was built with wood, even though it was later covered twice in gold.
Education can also be understood as an act of elevation when we realize that it does not mean filling an “empty vessel” but offering the necessary opportunities for each person to become the best version of themselves.
For this to happen, we need to work on different aspects of our role:
- Planning: The construction of the Mishkan is described in great detail regarding the steps, materials, and measurements of each component. No detail is left to chance. A clear vision of the desired end point allows for an organized process where every element has its purpose and is incorporated at the right time and place. The same applies to education—educational planning enables us to use our resources efficiently to achieve the vision we dream of for our group.
- Rationale: Clarity about why we do what we do. It was easier for Am Israel to donate for the construction of the Mishkan when they understood its importance in the short, medium, and long term. The same applies to education. When we, as educators, clearly understand the reasons for designing learning journeys, facing difficulties and challenges along the way becomes easier. Knowing our purpose as educators allows us to rise above life’s ups and downs and, in turn, elevate others to their fullest potential.
- Objectives: Understanding what we aim to achieve at the end of the process. The verse from the Parashah states: “And they shall make Me a Sanctuary, and I will dwell among them” (Exodus 25:8). The goal here is not merely to build a sanctuary—that is just the means. The ultimate purpose is that divinity dwells within people.
If we use this verse as a metaphor, we see how crucial it is to understand that each educational encounter is a means through which educators construct knowledge (skills, values, competencies, etc.) that will dwell within our learners for a lifetime. Elevating ourselves beyond the ordinary and understanding that our ultimate goal is to shape integral human beings makes us impactful educators.
- Methodology: There must be a natural harmony between rationale, objectives, and methodology. In the construction of the Mishkan, it was essential that all of Am Israel felt part of the project. Each person could donate as they saw fit, and all materials were valued and included.
The same applies to our educational interventions. If, as educators, we claim that we teach to make the world more just, healthier, and more humane, and our goal is to create educational spaces that reflect the values we wish to see in the world, then we cannot ignore issues that arise which challenge these ideals.
Our words educate. Our actions educate. Our body language educates. And what we do not say, do not do, and do not show also educates. The greater the coherence between words and actions, the shorter the distance we need to travel for meaningful and positive learning to take place.
- Materials: Diversity allows for a greater number of access points to knowledge. Among the materials mentioned, gold is the most valuable. However, if the Mishkan had been built solely from gold, many people would not have been able to participate in its construction.
Opening a wide range of materials through which our learners can construct knowledge is a beautiful way to democratize learning, foster inclusion, and ensure that the opportunity to grow, develop, and improve is accessible to everyone.
Conclusion
Parashat Terumah leaves us with two key lessons to make our educational practice meaningful:
- We must contribute from the heart. To achieve this, we need to create educational spaces where everyone is welcome, where their contributions are valued, and where all participants feel like an active and essential part of the group’s process—thus making them responsible for its achievements.
- Our educational intervention should provide opportunities for personal and collective growth. When we understand why and for what purpose we educate, it becomes easier to find a “how” and “with what” that effectively and efficiently help us achieve these goals.
When learners feel they are growing with us, they will actively engage in our educational initiatives—not out of obligation, but out of passion.
Finally, if you’ve read this far, I want to tell you something important: the very fact that you seek to be more meaningful in your educational role speaks volumes about the care and dedication you put into what you do.
I am certain that everything you contribute and give to your learners is and will be a legacy that transcends time and space.
Thank you for educating with all your heart.
Annex: Powerful Questions for Introspection and Professional & Personal Analysis
- For me: Is education just my job, or is it an act of personal dedication?
- Am I willing to give from my heart in my educational practice? Why?
- What limits me from giving wholeheartedly when I educate?
- What motivates me to give more of myself as an educator?
- What is my true purpose as an educational figure?
- What do I want to give from my heart when I educate?
- How can I foster active and voluntary participation in the learning process?
- In my educational spaces, do people feel that their contributions are welcomed and valued?
