By Romi Morales
Parashat Vayakhel delves into the process of building the Mishkan. However, before beginning such an important task, Moshe once again emphasizes the importance of observing Shabbat.
Interestingly, up to this point, the significance of this moment has been explicitly mentioned at least five times—whether as divine rest after creation, as a practical commandment for receiving manna in the desert, as a fundamental principle in the Ten Commandments, or as an eternal sign between God and Israel.
Given this, a natural question arises: What additional message can this concept bring us? The answers vary depending on the perspective we take—whether religious, spiritual, social, or otherwise.
From an educational standpoint, the message of this parashah is profoundly powerful and highly relevant today: Even the most important tasks must include time for rest. And learning is no exception.
So, is there a relationship between learning and rest? Should we teach how to learn to rest? Does rest negatively impact productivity in learning? If you’re interested in exploring these and other questions, I invite you to keep reading. It will be an interesting journey! Let’s get started!
The Role of Rest in Modern Society
It is no secret that we live in societies where time moves increasingly faster. The demand to complete more tasks in less time and with greater efficiency has led us to develop multitasking skills to cope with the overload of responsibilities in different areas of our lives.
On top of that, we are constantly exposed to elements that demand and capture our attention, often leading us to focus not on what is most important or urgent, but on what is the loudest or most colorful (especially sensationalist news).
Exhaustion has become commonplace, and it doesn’t go away simply by sleeping, because fatigue is largely mental. Even if we wanted (or needed) to rest, modern societies often do not allow it. Rest has gained a bad reputation, frequently equated with laziness. Nowadays, the most valued people are those who never stop—who are active 24/7, 360 days a year.
In response to this reality, Judaism offers a revolutionary perspective: rest as an inalienable right, as a tool for transcendence, and as a necessary condition for learning.
The Role of Rest in Judaism
One of Judaism’s most important elements is Shabbat. Regardless of the religious stance of those who make up the Jewish people, from an ethical standpoint, we can all agree that the value of Shabbat is immeasurable and profoundly revolutionary in many ways.
As we know, Shabbat is not something reserved for an elite group; it is a right that belongs to everyone—the land, the animals, the slaves (even though slavery had not yet been abolished at that time, the notion that slaves also deserve rights was highly innovative), and more.
Not only that, but in terms of rest, Shabbat is non-negotiable. This parashah specifically shows us that even when it comes to important tasks—such as building the Mishkan—this cannot come at the expense of the day of rest. Because only when we pause can we look back, evaluate, and learn. And only those who learn can grow and develop their potential.
The Role of Rest in Learning
Although various educators and educational theories throughout history (Dewey, Vygotsky, Kolb, Oakley, Cirillo, etc.) have highlighted the importance of rest in education, in recent years, numerous studies—particularly in the field of neuroscience—have analyzed how strategic breaks impact the quality of our learning.
It is now well established that when we take breaks, our brains continue working on the complex tasks of analyzing, processing, and storing newly acquired information—ideally connecting it with prior knowledge. In this sense, what may seem like a “waste of time” is, in reality, time very well invested.
From Theory to Practice: Is It Possible to Rest While Engaged in Educational Activities?
The answer is yes! Many strategies are already being implemented in different educational settings, proving valuable for both teachers and learners. Here are some tools that may also be useful to you as you incorporate the concept of rest into teaching:
- Feelings, Emotions, Thoughts, and Reflections
After an intense activity, groups can take a break to share how the experience impacted them, what thoughts arose, and what conclusions they reached.
This pause, coupled with open and proactive dialogue, not only helps individuals engage in reflection and internal analysis but also legitimizes a broad spectrum of knowledge creation that may have emerged in learners’ minds—whether or not it was the intended outcome of the educator or the activity itself.
Some also provide these reflective spaces in written form for personal processing. - Active Breaks
The ability to maintain attention while learning has significantly declined over time. Some argue that for today’s children and young people, even a 20–25-minute span requires great effort.
Because of this, many educators have started incorporating active breaks into their sessions. These can take different forms: inviting the group to stand up, stretch, breathe, and walk around; introducing a quick game that provides relaxation rather than cognitive effort; or using music or short videos to change the rhythm of the activity and allow for strategic rest. - The Pomodoro Technique
In time management, a well-known tool is the Pomodoro Technique. It suggests dividing a task (such as an educational activity) into 20–25-minute blocks, followed by short 5-minute breaks. These breaks can be used for quick discussions, group reflections, or simply movement—whatever best suits the activity, group, and educator.
Conclusion
Changing organizational culture to include rest in education is not an easy task. And yet, it is incredibly important. This shift will likely require a long process in which we must first understand the true importance of pausing if we aim to foster high-quality learning.
Just as Moshe insisted on the importance of Shabbat before the construction of the Mishkan, today it is our responsibility to emphasize the importance of breaks in education. Because it is not just about learning more—it is about learning better. Resting is not stopping; it is allowing knowledge to take root and flourish.
