Kushner's Interpretation of the Book of Job
Rigorous and insightful yet deeply affecting, The Book of Job is balm for a distressed age—and Rabbi Kushner’s most important book since When Bad Things Happen to Good People.
The longer I pondered them, the more I realized that these questions are lodged somewhere inside all of us (Cf. Daniel J. Estes, 2013). Yet few people ask them aloud, for they seem at best impolite, at worst heretical.” Yancey goes on to say that the three questions no one asks aloud are “Is God unfair?” “Is God silent?” and “Is God hidden?” Educational theorist Elliot Eisner speaks of the null curriculum, those subjects that either intentionally or unintentionally are not taught. Eisner contends that “what schools do not teach may be as important as what they do teach . . . because ignorance is not simply a neutral void; it has important effects on the kinds of options one is able to consider, the alternatives one can examine, and the perspectives from which one can view a situation or problem.” Relegating the book of Job to the null curriculum by neglecting to teach and preach it systematically, the church in effect is conceding that this biblical text is not relevant to life today. This regrettably leaves men and women in the twenty-first century without God’s answers to their unspoken but nagging questions, and as a result they have inadequate theological resources to face the inexorable contemporary challenges to their faith. Furthermore, it misses the opportunity to help people to know God more fully. As Job 28, the literary integrative center for the book,24 demonstrates, humans by their ingenuity and intelligence are not able to discover wisdom, but only the omniscient God knows the way to the wisdom that evades human discovery. When Yahweh spoke to Job in chapters 38–41, challenging him to answer seventy unanswerable questions, Job came to the realization of his own limitations before the omniscient Lord. Because humans are limited in their knowledge and understanding, they like Job must learn to trust the Lord for what they do not and cannot comprehend. Brown notes well, “By provoking issues and questions as forcefully as it does, Job leads the reader to self-discovery and, thereby, to knowledge of God of a different sort (Elliot W. Eisner, 1985).
Or is there perhaps a third dimension to our search for meaning—where the fable and the poem fit together—beyond the question of “Why did this happen to me?”
Parsons, “Guidelines for Understanding and Proclaiming the Book of Job,” 394.
Philip Yancey, Disappointment with God (Grand Rapids: Zondervan, 1988), 230.
Elliot W. Eisner, The Educational Imagination: On the Design and Evaluation of School Programs, 2nd ed. (New York: Macmillan, 1985), 97.
Cf. Daniel J. Estes, “Job 28 in its Literary Context,” JESOT 2.2 (2013): 151–64.