By: Romi Morales
The Exodus from Egypt: A Defining Moment
The Exodus from Egypt was a fact. Twenty percent of Bnei Israel chose to leave in search of the long-awaited freedom. Everything seemed to be going according to plan until the crowd encountered the sea. As if that weren’t enough, behind them, the Egyptian army was coming to capture them and enslave them once again. The situation was evidently tense. The danger, fear, anguish, and despair of being trapped in a dead end were overwhelming.
This was the first crisis they faced, and with it came their initial reaction—a reaction that would soon become a pattern of our people in the desert: complaining. Even though they knew that complaining would not change anything, this became their go-to response in difficult situations for the next forty years.
Unfortunately, this response is still very common today. Whether within our work teams or in the groups where we educate, complaints tend to be the norm. That is why it is worth asking ourselves:
- What differentiates a person who complains from a person who takes action?
- Can we educate in a way that shifts people from complaining to acting?
- Can we transform inertia into inspiration?
Let’s explore these questions.
Complainers: Main Characteristics
Throughout the parashah, the people of Israel faced challenges and repeatedly responded with complaints. One example is when Bnei Israel reached the sea and, fearing they would be caught by the Egyptians, complained to Moses:
“Was it because there were no graves in Egypt that you brought us to die in the wilderness?” (Exodus 14:11).
Another example can be seen in Marah and the wilderness of Sin, where the people protested the lack of water and food, questioning both Moses’ leadership and divine providence. These complaints reflected a specific emotional and spiritual state, where fear and uncertainty seemed to paralyze their ability to act constructively.
Both in the Exodus and in our times, we frequently encounter people whose primary response to problems is criticism and reproach. These individuals often display low levels of responsibility and tend to see themselves as victims of circumstances. They have a passive mindset, which leads them to blindly accept problems. Additionally, they tend to feel defeated when faced with obstacles, believing that change is impossible.
When immersed in difficulties, complainers focus on themselves, isolating themselves and expecting others to take responsibility for solving the situation. Until that happens, they fixate on negative aspects or what is lacking, leading to high levels of dissatisfaction.
After considering all of this, it is clear that being a person who constantly complains is not easy. However, as with any attitude in life, we can work on fostering educational environments that equip young people with the tools they need to face life’s challenges. The goal is to help them become “Rosh Gadol”—pioneers, leaders, role models, and sources of inspiration for those around them.
Just like Nachshon.
People Who Act, People Who Inspire: The Example of Nachshon ben Aminadav
Nachshon ben Aminadav was the leader of the tribe of Judah. Although he is known for his leadership and courage, his role is not explicitly mentioned in this week’s parashah. Instead, his significance in Jewish tradition was shaped through later interpretations.
According to the Talmud (Sotah 37a) and the Midrash, when the Israelites reached the Red Sea, they were paralyzed—caught between their fear of the approaching Egyptian army and the seemingly insurmountable sea before them. Amidst complaints and criticism, a debate arose among the tribes about who should step into the water first.
At that moment, Nachshon ben Aminadav did not wait for instructions or guarantees. With deep courage, he stepped into the sea, advancing fearlessly until the water reached his nose.
Only then, according to our commentators, did God part the Red Sea.
Unlike most people, Nachshon chose to take responsibility for his circumstances. His proactive mindset led him to seek solutions, viewing obstacles as challenges to overcome. Nachshon took initiative—perhaps because he believed in his ability to influence change.
Like him, many others prefer action over criticism. These individuals focus on the positive and on what can be improved, which allows them to see failure as an opportunity to learn. People who tend to take action are empathetic and strive for collective improvement. This makes them inclined to work in teams to achieve better results.
People like Nachshon help societies advance and improve. That is why it is so important to create educational spaces that promote values such as responsibility, resilience, autonomy, empathy, and self-management. These values form the foundation of what we define as agents of change.
The Role of Education in Developing Agents of Change
Education plays a fundamental role in shaping human personality. This is why we must pay close attention to the values that underpin our educational approach.
Moreover, some educational platforms inherently encourage the emergence of agents of change. One of these is youth movements.
As stated in our educational platform:
“The youth movement is an expression of adolescent independence. It represents a reaction against convention, expresses criticism of the present situation, and aspires to correct and create a better society for the future. The youth movement, aware of its role, does not settle for sterile criticism: it guides its members toward creativity and action. This translates into taking on challenges in a changing and dynamic world, with the responsibility we have as an educational and formative entity.” (Darkenu, p. 18).
The active participation of children and especially young people, the opportunities to face challenges and test their ability to respond, and the organizational structure that fosters collaboration over competition are just some of the elements that distinguish youth movements. These factors significantly influence the development of our members’ personalities.
In Conclusion
Complaining is easy. Taking action is a challenge. But it is within this challenge that we define who we are and what impact we want to have on the world.
The example of Nachshon ben Aminadav teaches us that while criticism is an available response to problems, sometimes taking the first step is all it takes to begin a fascinating journey of growth—one that may start as a personal endeavor but ultimately becomes collective.
In the Tnua, we educate our children and young people so that they, too, choose to take control of their destiny. We guide them to become the main characters in their own stories, turning their actions into examples and sources of inspiration for others.
That is why, for us, “Chazak ve’Ematz” is much more than our official greeting. It is the mantra that drives us to take the first step with strength and courage, even when fear and uncertainty surround us. Not because we are immune to fear, but because we have learned how to overcome it to achieve the goals we dream of.
When faced with the comfortable criticism of those who do nothing, we choose the responsible and committed action of generations of chaverim and chaverot who strive to do more and do better, ensuring a nobler future for those who follow.
There is a saying that we cannot choose the challenges we face, but we can choose how we face them. Let’s continue to educate our chanichim and chanichot to be people of action—those who transform inertia into inspiration.
