The Teacher of righteousness in the end days:
Some Teacher of Righteousness compilation:
The Teacher of Righteousness and the End of Days
Sarah Klitenic
Introduction: Purpose and Methods
The Exhortation that begins the Damascus Document of the Dead Sea Scrolls prefaces the theology of the Qumran community. Namely, it explains how God leaves the Temple and sends the Babylonians to punish those who have polluted the Sanctuary and abandoned the Temple. However, God leaves a remnant who will one day return to the land of Israel once the people learn to correctly follow Mosaic Law. But the true mark of Gods benevolence is in the guide he sends: "And God observed their deeds, that they sought Him with a whole heart, and He raised for them a Teacher of Righteousness to guide them in the way of his heart."1 Here, God raises this Teacher from the remnant of Israel and makes him a guide for the people. For the Teacher must not only guide the remnant through the desert, but he must show it the path of Righteousness to bring about the end of days: the end of days comes with proper ordering of society and return of Israel to her rightful descendants. But who is this Teacher of Righteousness? He is a prophet with God-given ability to interpret the Law. In this paper, I will try to provide a basic description of the Teacher by looking at references to him in the Scrolls and by paying close attention to the Pesherim and Hodayot. I will then explore the nature of his apocalypticism. I hope that by progressing in this manner I will shed light on the nature of this elusive character, the Teacher of Righteousness.
References to the Teacher in the Dead Sea Scrolls
As E.P. Sanders begins his quest for the historical Jesus,2 he explains that the best place to begin is with the facts. Likewise, as we try to understand the Teacher of Righteousness (T of R), it is preferable to begin with what we know about the Teacher from the Dead Sea Scrolls themselves. Authors of the scrolls know the Teacher as Teacher, Teacher of the Community, Teacher of Righteousness,3 Interpreter, Interpreter of the Law,4 Priest,5 The Priest.6 He is never explicitly referred to as prophet, but descriptions, context, and tradition lead one to believe that the Teacher is in fact a prophet. The Damascus Document (CD), the Commentary on Micah, the Commentary on Habakkuk, and the Commentary on Psalms use the titles Teacher, Teacher of the Community, and Teacher of Righteousness. From such passages, we learn that the Teacher is the founder of the community7 and that the present generation of the community looks to him as an historical authority. In all of these references, the Teacher, Teacher of the Community, and Teacher of Righteousness is a figure divinely chosen to expound the Law and set Community members on the righteous path for the end of days.8 His words help prepare for the end:
Who have listened to the voice of the Teacher of Righteousness and have not despised the precepts of righteousness when they heard them; they shall rejoice and their hearts shall be strong, and they shall prevail over all the sons of the earth. God will forgive them and they shall see His salvation because they took refuge in His holy name. (CD XIII, 30-5)
Here, the Teacher of Righteousness is one who dispels the precepts of righteousness which one must follow in order to reach salvation. God speaks through the Teacher so that those listening to the Teacher follow Gods words and receive His salvation. Moreover, the Teacher speaks Gods words when he interprets divine scripture; the DSS knows the Teacher as Interpreter of the Law in documents such as The Community Rule, the Damascus Document, the Commentary on Habakkuk, and Midrash on the Last Days. The fact that the Teacher is the authority on the Law reflects his role in the community because the Law is pivotal to the Community. In the Thanksgiving Hymns, for instance, the Teacher refers to himself as having the waters of the Covenant confirmed in his heart for those who seek it, for God has hidden Thy Law [within (him)].9 In this passage, the Teacher of Righteousness not only knows the Law, but his knowledge of the Law is given to him by God. As in Numbers 12:6-8 when Moses receives the Law mouth to mouth from God, the Teacher also receives the law from the mouth of God in 1 Qp Hab II 2-3. The community respects the T of Rs legal understanding and uses his interpretations for redemption:
But all those who hold fast to these precepts and coming in accordance with the Law, who heed the voice of the Teacher and confess before God, saying, Truly we have sinned... by walking counter to the precepts of the covenant...; they shall rejoice and their hearts shall be strong. (CD 28-30)
Here, members of the CD Community that listen to the T of R and follow his teachings will rejoice in the eschaton. Lastly, the teacher is referred to explicitly as a priest in the pesher on Ps 37:23-24. These references to the Teacher in the DSS as a Teacher of Righteousness, an Interpreter of the Law, and a Priest paint the most general, most undeniable portrait of the Teacher.
Pesherim: Interpretations of the Law
The pesherim10 are interpretations of written prophetic texts that can be understood as unraveling of mysteries.11 J. Carmignac broke the pesherim into two categories: continuous, which interpret a single book section by section, and thematic, which consist of certain citations grouped around a thematic idea.12 Both of these forms of pesherim are characterized by raz, a term taken from the notion of the ancient prophets being introduced in their visions into the heavenly assembly of special knowledge.13 However, the pesherim take the idea of divine prophetic revelation a step further, because they claim to contain the mystery of things hidden even to the prophets themselves who wrote the words now interpreted. Horgan points to 1 QpHab 7:4-5 as an example of this:
and God told Habakkuk to write down that which would happen to the final generation, but He did not make known to him when time would come to an end. And as for that which He said, That he who reads may read it speedily: interpreted this concerns the Teacher of Righteousness, to whom God made known all the mysteries of the words of His servants the Prophets.
In this pesher, the Teacher understands what is to come because God allows him to unravel the mystery of Habakkuks prophecy; namely that within the words, God buries his plans for the founding of the community, the rise of the Teacher, and the end of days. Once God gives the Teacher prophetic understanding, the Teacher unravels the mystery in scripture and he uses that new knowledge to create rules which will regulate the Community. In this manner, the entire Community order, every rule, every hierarchical position, is governed by the Teachers interpretation of scripture in anticipation for the end of days.
Moreover, because the Teacher is the Interpreter of the Law, the pesherim provide additional insight into the Teacher. That is, these pesherim are the Teachers mode of divine revelation via interpretation of scripture. By carefully examining how the Teacher interprets scripture, one can learn even more about the figure. For instance, in the Commentary on Habakkuk:
[Behold the nations and see, marvel and be astonished; for I accomplish a deed in your days, but you will not believe it when] told. They, the men of violence and the breakers of the Covenant, will not believe when they hear all that [is to happen to] the final generation from the Priest [in whose heart] God set [understanding] that he might interpret all the words of His servants the Prophets, through whom He foretold all that would happen to his people and [His land]. (1QpHab II, 5-10)
In the passage, the Teacher is a priest who has the divine power to interpret Scripture, namely the Prophetic Books. Moreover, the Teacher prefers the Prophets because God imparted them with the knowledge of what is to come in the generation of the Teacher. The Teacher is given knowledge by God to understand these prophets so he can likewise teach the people righteousness and prevent their destruction at the end of days. This passage reveals much about the Communitys theology of prophecy. The Teacher was chosen long ago by God to prepare the remnant for the end of days; the prophets were likewise sent generations ago to prepare for this event.14 When the Teacher interprets the Law, he is more similar to the biblical Prophets in his mode of revelation than a scribe or a midrashic rabbi. Unlike the rabbis, the Teacher does not rely on the peshat or derash. His interpretations are more than mere allegories of text, but at the same time, they are not visions as the ancient prophets experienced them. Additionally, the Teacher is different from other exegetes because he does not merely apply scripture to his situation, but rather claims that scripture is written with him in mind. Based on the manner in which he interprets scripture, we can generalize that the Teacher is similar to the prophets, but also unique in his own right.
Claims of authorship
Just as one could learn about the Interpreter of the Law by reading the pesherim, one can learn about the Teacher by reading passages he supposedly wrote. Scholars believe that portions of the Hodayot (Thanksgiving Psalms) are actually written by the Teacher. Being able to identify material written by the Teacher is valuable because it tells us how the Teacher saw himself, his mission, and his relationship to the community and God. In this section of the paper, I will first discuss scholarship concerning the Teachers authorship of the Hodayot and then I will analyze various passages from the Thanksgiving Hymns. By examining the Hodayot, it seems that the material most filled with historical specifics and most charged with human emotion is likely to have been written by the Teacher. Additionally, scholars also claim that other scrolls were written by the Teacher. Recently, for example, the Temple Scroll (TS) has garnered attention as having been written by the Teacher. However, there are a number of reasons why TS cannot be the product of the Teacher. By first exploring why select Hodayot must have been written by the Teacher and then discussing why the Temple Scroll cannot possibly be the work of the Teacher, I hope to shed light on the Teacher and his role in the Scrolls.
The Hodayot
Among German scholars, there are three basic theories regarding authorship of the Hodayot: 1. the text is a literary unity and was written by the Teacher of Righteousness, 2. the text is not a unity and was written by anonymous authors. 3. the text is not a unity but within the Hodayot there is a core of hymns that were written by the Teacher of Righteousness.15 The first claim, although popular in the early days of Hodayot scholarship, has become less popular in recent years. It explains that the author of the entire scroll was the Teacher of Righteousness.16 Such an account, however, does not explain stylistic, linguistic, and content differences between hymns. The second theory, that the text is not a unity and is written by anonymous authors, has support from those believing that the works could have been written by the Teacher of Righteousness disciples.17 Moreover, the linguistic character of these hymns dictates that they could only have been written by one disciple modeling himself after the Teacher of Righteousness, rather than many disciples. The third theory is more widely recognized. It says that the text is not a unity, and that within the Hodayot there is a core of hymns written by the Teacher of Righteousness.
This third theory of German scholarship seems the most plausible because it best appreciates the stylistic features of the hymns. By examining stylistic features such as use of the first person pronoun, content, and linguistic uniformity, three German scholars derived a criteria that distinguishes hymns written by the Teacher from those written by the community at a later date. Gert Jeremias, Jurgen Becker, and Heinz-Wolfgang Kuhn18 individually note the following: that in many of the hymns, the use of I speaks passionately about personal experiences; that these hymns often deal with individual accounts of dire need or use the motif of the mediator of revelation;19 and that these hymns are historical and specific, rather than theological and general, with regard to language. These scholars then designated such hymns as written by the Teacher of Righteousness himself; they are Teacher hymns as opposed to Community hymns or didactic hymns. But such an explanation cries out for an example. Take the following passage:
They have banished me from my land
like a bird from its nest;
all my friends and brethren are driven far from me
and hold me for a broken vessel.
And they, teachers of lies and seers of falsehood,
have schemed against me a devilish scheme,
to exchange the Law engraved on my heart by Thee
for the smooth things (which they speak) to Thy people.
And they withhold from the thirsty the drink of Knowledge, and assuage their thirst with vinegar,
that they may gaze on their straying,
on their folly concerning feast-days,
on their fall into their snares.
(1 QH IV, 7-12)
Jeremias, Becker, and Kuhn agree that this wrathful passage must have been written by the Teacher of Righteousness. By reading this passage line by line, we can better understand the Gottingen criteria.
Some Teacher of Righteousness compilation:
The Teacher of Righteousness and the End of Days
Sarah Klitenic
Introduction: Purpose and Methods
The Exhortation that begins the Damascus Document of the Dead Sea Scrolls prefaces the theology of the Qumran community. Namely, it explains how God leaves the Temple and sends the Babylonians to punish those who have polluted the Sanctuary and abandoned the Temple. However, God leaves a remnant who will one day return to the land of Israel once the people learn to correctly follow Mosaic Law. But the true mark of Gods benevolence is in the guide he sends: "And God observed their deeds, that they sought Him with a whole heart, and He raised for them a Teacher of Righteousness to guide them in the way of his heart."1 Here, God raises this Teacher from the remnant of Israel and makes him a guide for the people. For the Teacher must not only guide the remnant through the desert, but he must show it the path of Righteousness to bring about the end of days: the end of days comes with proper ordering of society and return of Israel to her rightful descendants. But who is this Teacher of Righteousness? He is a prophet with God-given ability to interpret the Law. In this paper, I will try to provide a basic description of the Teacher by looking at references to him in the Scrolls and by paying close attention to the Pesherim and Hodayot. I will then explore the nature of his apocalypticism. I hope that by progressing in this manner I will shed light on the nature of this elusive character, the Teacher of Righteousness.
References to the Teacher in the Dead Sea Scrolls
As E.P. Sanders begins his quest for the historical Jesus,2 he explains that the best place to begin is with the facts. Likewise, as we try to understand the Teacher of Righteousness (T of R), it is preferable to begin with what we know about the Teacher from the Dead Sea Scrolls themselves. Authors of the scrolls know the Teacher as Teacher, Teacher of the Community, Teacher of Righteousness,3 Interpreter, Interpreter of the Law,4 Priest,5 The Priest.6 He is never explicitly referred to as prophet, but descriptions, context, and tradition lead one to believe that the Teacher is in fact a prophet. The Damascus Document (CD), the Commentary on Micah, the Commentary on Habakkuk, and the Commentary on Psalms use the titles Teacher, Teacher of the Community, and Teacher of Righteousness. From such passages, we learn that the Teacher is the founder of the community7 and that the present generation of the community looks to him as an historical authority. In all of these references, the Teacher, Teacher of the Community, and Teacher of Righteousness is a figure divinely chosen to expound the Law and set Community members on the righteous path for the end of days.8 His words help prepare for the end:
Who have listened to the voice of the Teacher of Righteousness and have not despised the precepts of righteousness when they heard them; they shall rejoice and their hearts shall be strong, and they shall prevail over all the sons of the earth. God will forgive them and they shall see His salvation because they took refuge in His holy name. (CD XIII, 30-5)
Here, the Teacher of Righteousness is one who dispels the precepts of righteousness which one must follow in order to reach salvation. God speaks through the Teacher so that those listening to the Teacher follow Gods words and receive His salvation. Moreover, the Teacher speaks Gods words when he interprets divine scripture; the DSS knows the Teacher as Interpreter of the Law in documents such as The Community Rule, the Damascus Document, the Commentary on Habakkuk, and Midrash on the Last Days. The fact that the Teacher is the authority on the Law reflects his role in the community because the Law is pivotal to the Community. In the Thanksgiving Hymns, for instance, the Teacher refers to himself as having the waters of the Covenant confirmed in his heart for those who seek it, for God has hidden Thy Law [within (him)].9 In this passage, the Teacher of Righteousness not only knows the Law, but his knowledge of the Law is given to him by God. As in Numbers 12:6-8 when Moses receives the Law mouth to mouth from God, the Teacher also receives the law from the mouth of God in 1 Qp Hab II 2-3. The community respects the T of Rs legal understanding and uses his interpretations for redemption:
But all those who hold fast to these precepts and coming in accordance with the Law, who heed the voice of the Teacher and confess before God, saying, Truly we have sinned... by walking counter to the precepts of the covenant...; they shall rejoice and their hearts shall be strong. (CD 28-30)
Here, members of the CD Community that listen to the T of R and follow his teachings will rejoice in the eschaton. Lastly, the teacher is referred to explicitly as a priest in the pesher on Ps 37:23-24. These references to the Teacher in the DSS as a Teacher of Righteousness, an Interpreter of the Law, and a Priest paint the most general, most undeniable portrait of the Teacher.
Pesherim: Interpretations of the Law
The pesherim10 are interpretations of written prophetic texts that can be understood as unraveling of mysteries.11 J. Carmignac broke the pesherim into two categories: continuous, which interpret a single book section by section, and thematic, which consist of certain citations grouped around a thematic idea.12 Both of these forms of pesherim are characterized by raz, a term taken from the notion of the ancient prophets being introduced in their visions into the heavenly assembly of special knowledge.13 However, the pesherim take the idea of divine prophetic revelation a step further, because they claim to contain the mystery of things hidden even to the prophets themselves who wrote the words now interpreted. Horgan points to 1 QpHab 7:4-5 as an example of this:
and God told Habakkuk to write down that which would happen to the final generation, but He did not make known to him when time would come to an end. And as for that which He said, That he who reads may read it speedily: interpreted this concerns the Teacher of Righteousness, to whom God made known all the mysteries of the words of His servants the Prophets.
In this pesher, the Teacher understands what is to come because God allows him to unravel the mystery of Habakkuks prophecy; namely that within the words, God buries his plans for the founding of the community, the rise of the Teacher, and the end of days. Once God gives the Teacher prophetic understanding, the Teacher unravels the mystery in scripture and he uses that new knowledge to create rules which will regulate the Community. In this manner, the entire Community order, every rule, every hierarchical position, is governed by the Teachers interpretation of scripture in anticipation for the end of days.
Moreover, because the Teacher is the Interpreter of the Law, the pesherim provide additional insight into the Teacher. That is, these pesherim are the Teachers mode of divine revelation via interpretation of scripture. By carefully examining how the Teacher interprets scripture, one can learn even more about the figure. For instance, in the Commentary on Habakkuk:
[Behold the nations and see, marvel and be astonished; for I accomplish a deed in your days, but you will not believe it when] told. They, the men of violence and the breakers of the Covenant, will not believe when they hear all that [is to happen to] the final generation from the Priest [in whose heart] God set [understanding] that he might interpret all the words of His servants the Prophets, through whom He foretold all that would happen to his people and [His land]. (1QpHab II, 5-10)
In the passage, the Teacher is a priest who has the divine power to interpret Scripture, namely the Prophetic Books. Moreover, the Teacher prefers the Prophets because God imparted them with the knowledge of what is to come in the generation of the Teacher. The Teacher is given knowledge by God to understand these prophets so he can likewise teach the people righteousness and prevent their destruction at the end of days. This passage reveals much about the Communitys theology of prophecy. The Teacher was chosen long ago by God to prepare the remnant for the end of days; the prophets were likewise sent generations ago to prepare for this event.14 When the Teacher interprets the Law, he is more similar to the biblical Prophets in his mode of revelation than a scribe or a midrashic rabbi. Unlike the rabbis, the Teacher does not rely on the peshat or derash. His interpretations are more than mere allegories of text, but at the same time, they are not visions as the ancient prophets experienced them. Additionally, the Teacher is different from other exegetes because he does not merely apply scripture to his situation, but rather claims that scripture is written with him in mind. Based on the manner in which he interprets scripture, we can generalize that the Teacher is similar to the prophets, but also unique in his own right.
Claims of authorship
Just as one could learn about the Interpreter of the Law by reading the pesherim, one can learn about the Teacher by reading passages he supposedly wrote. Scholars believe that portions of the Hodayot (Thanksgiving Psalms) are actually written by the Teacher. Being able to identify material written by the Teacher is valuable because it tells us how the Teacher saw himself, his mission, and his relationship to the community and God. In this section of the paper, I will first discuss scholarship concerning the Teachers authorship of the Hodayot and then I will analyze various passages from the Thanksgiving Hymns. By examining the Hodayot, it seems that the material most filled with historical specifics and most charged with human emotion is likely to have been written by the Teacher. Additionally, scholars also claim that other scrolls were written by the Teacher. Recently, for example, the Temple Scroll (TS) has garnered attention as having been written by the Teacher. However, there are a number of reasons why TS cannot be the product of the Teacher. By first exploring why select Hodayot must have been written by the Teacher and then discussing why the Temple Scroll cannot possibly be the work of the Teacher, I hope to shed light on the Teacher and his role in the Scrolls.
The Hodayot
Among German scholars, there are three basic theories regarding authorship of the Hodayot: 1. the text is a literary unity and was written by the Teacher of Righteousness, 2. the text is not a unity and was written by anonymous authors. 3. the text is not a unity but within the Hodayot there is a core of hymns that were written by the Teacher of Righteousness.15 The first claim, although popular in the early days of Hodayot scholarship, has become less popular in recent years. It explains that the author of the entire scroll was the Teacher of Righteousness.16 Such an account, however, does not explain stylistic, linguistic, and content differences between hymns. The second theory, that the text is not a unity and is written by anonymous authors, has support from those believing that the works could have been written by the Teacher of Righteousness disciples.17 Moreover, the linguistic character of these hymns dictates that they could only have been written by one disciple modeling himself after the Teacher of Righteousness, rather than many disciples. The third theory is more widely recognized. It says that the text is not a unity, and that within the Hodayot there is a core of hymns written by the Teacher of Righteousness.
This third theory of German scholarship seems the most plausible because it best appreciates the stylistic features of the hymns. By examining stylistic features such as use of the first person pronoun, content, and linguistic uniformity, three German scholars derived a criteria that distinguishes hymns written by the Teacher from those written by the community at a later date. Gert Jeremias, Jurgen Becker, and Heinz-Wolfgang Kuhn18 individually note the following: that in many of the hymns, the use of I speaks passionately about personal experiences; that these hymns often deal with individual accounts of dire need or use the motif of the mediator of revelation;19 and that these hymns are historical and specific, rather than theological and general, with regard to language. These scholars then designated such hymns as written by the Teacher of Righteousness himself; they are Teacher hymns as opposed to Community hymns or didactic hymns. But such an explanation cries out for an example. Take the following passage:
They have banished me from my land
like a bird from its nest;
all my friends and brethren are driven far from me
and hold me for a broken vessel.
And they, teachers of lies and seers of falsehood,
have schemed against me a devilish scheme,
to exchange the Law engraved on my heart by Thee
for the smooth things (which they speak) to Thy people.
And they withhold from the thirsty the drink of Knowledge, and assuage their thirst with vinegar,
that they may gaze on their straying,
on their folly concerning feast-days,
on their fall into their snares.
(1 QH IV, 7-12)
Jeremias, Becker, and Kuhn agree that this wrathful passage must have been written by the Teacher of Righteousness. By reading this passage line by line, we can better understand the Gottingen criteria.