There are so many things that Dr. Charles Raffel was for his students every year. Beyond simply his personal and professional accomplishments, Dr. Raffel had a profound effect on the students who took his classes – whether they were only in one of his classes or took them repeatedly through their years in Stern or were fortunate enough to work with Dr. Raffel as a mentor. Both students who barely knew him and students who developed close relationships with him admired Dr. Raffel for his kindness, understanding, sensitivity to others, and sincerity.
The news of his passing was shocking and saddening, leaving a gaping hole in Stern’s Judaic department. Dr. Raffel had been an essential and beloved part of the Jewish Philosophy department for more than three decades, inspiring Stern students across generations. The sincere passion that Dr. Raffel had for the subjects he taught was apparent to anyone who has taken a class of his and been transformed by the experience.
There are so many wonderful things to remember about him. A smile. A lesson. A warm presence in the room. A joke. A Donald Duck impersonation. Genuine concern for each student’s welfare. Lessons that stay long after the class is over.
The lessons and skills that he taught touched the hearts and lives of many. His deep emotional connection to the material he taught enabled students to take his class’s lessons to heart and inspired a love for the subject in them. Hannah Dreyfus (SCW ’14) attests that when she took a class with Dr. Raffel about Rav Soloveitchik, “he taught it with unbelievable passion and emotion. The Rav’s words were real and fresh to him every time, and he transferred that same excitement to his students.”
Dr. Raffel combined his wisdom as a scholar with his emotional connection to his subject, making him a successful educator whose lessons extended well beyond the classroom. “Dr. Raffel was the first teacher whose lessons I remembered without having to look through my notes. This is because what he said would be on my mind for days after the class,” commented Odeya Durani (SCW ’17).
Some students, such as Penina Cohen (SCW ’14) would continue discussing the material with Dr. Raffel outside class, eager to learn more. Cohen remarked, “Dr. Raffel challenged me to think about what I was saying, consider all options, but also let me challenge him. He would accept a criticism of mine, while still holding true to his beliefs,” an approach that encouraged students’ interest and made Dr. Raffel’s lessons continuously meaningful.
This sentiment is echoed by many of his students, who personally engaged with the material he taught and appreciated the thought-provoking assignments that he gave, which served to deepen their knowledge and their personal connection to the material rather than being just another piece of homework. Michelle Sabbagh (SCW ’17) describes the life-changing effect Dr. Raffel’s lessons had on her and how it has impacted the way she approaches Judaism. “I’m sure this may sound cliché,” she says, “but I genuinely mean it when I say that Dr. Raffel changed my outlook on Judaism. In high school, I received an extensive Jewish education, but I lacked an emotional and intellectual connection to my religion. I had all this knowledge and the tools to delve further into Judaic studies, but they seemed juvenile to me. I did not see the depths of Judaism until I stepped into Dr. Raffel’s class, where I became obsessed with learning. Dr. Raffel helped me realize that there is an intellectual component to Judaism. He may not be here with us any more, but his impact on my Jewish education and all of his other students’ Jewish education is eternal.”
Beyond his skill in transmitting the material, Dr. Raffel’s acceptance and encouragement allowed students to voice their opinions and think independently. This safe environment gave students the confidence to engage with the material on a personal level. Irene Goldman (SCW ’16) recalls, “He welcomed all ideas and never rejected any of them. When he didn’t understand an idea a student volunteered, or if he wanted the student to think the idea through a bit more, he would ask the perfect questions to gently coax a fuller explanation out of us.” A common impression among his students is that Dr. Raffel went above and beyond the call of duty in making everyone feel comfortable in his classroom.
His sincere desire for his students to succeed directed the way Dr. Raffel managed his classes, and students clearly recognized and appreciated his genuine concern for them. “Dr. Raffel was one of the only teachers I have had the honor of having who made it so clear to us that he put the interest and well being of his students before anything,” Goldman observed. This is a sentiment that is echoed by countless students, who acknowledge the numerous small things Dr. Raffel did for them to enable them to succeed in his classes. His students remember with fondness his various acts of kindness – from rescheduling exams to more convenient times to offering extra credit assignments for students who were otherwise not doing well. “He had such an ability to cater the class to every student’s need,” Penina Cohen (SCW ’14) commented.
Another notable quality that Dr. Raffel was admired for was his unforgettable sense of humor, which made students look forward to his classes. Not a single class went by without Dr. Raffel cracking a few jokes to make his students smile. His recitation of a Robert Frost poem using his famous Donald Duck impersonation had the class in stitches and brings a smile to our faces even now.
But aside from his effect on students in his classes, Dr. Raffel was also a good friend to many – offering personal advice, a listening ear, and an unparalleled degree of sensitivity towards everyone. He put in the effort to get to know each of his students, asking them about their lives and their families. Tammie Senders (SCW ’13) remarked, “Not a class went by where Dr. Raffel didn’t ask me about my day, about my family members whom he had previously taught, about my grandfather that he had only distantly heard about.” This level of concern for each student made the classroom a place of warmth where students felt cared for and comfortable. Students knew that they could turn to Dr. Raffel with anything, and he would respond in a caring, sensitive, and thoughtful manner.
Dr. Raffel will be greatly missed by all of us who had the honor of learning from his wisdom and the privilege to spend time with him. His unique combination of scholarship and kindness has touched the lives of hundreds of students, and he leaves behind a significant legacy as one of the most wonderful Judaic professors in Stern College.
May his lessons live on and continue through his students, and may his memory be blessed.