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הלכות בין אדם לחברו מן המקורות אל הנשמה from the Source; with Spirit Hilchot Bein Adam Lechavero

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הלכות בין אדם לחברו מן המקורות אל הנשמה from the Source; with Spirit Hilchot Bein Adam Lechavero Promotional From the Sample SOURCE with SPIRIT Hilchot Bein Adam LeChavero הלכות בין אדם לחברו מן המקורות אל הנשמה From the Source; with Spirit Hilchot Bein Adam LeChavero מן המקורות אל הנשמה הלכות בין אדם לחברו Student Workbook Written by Rabbi Binyamin Zimmerman Under the Guidance and Advisement of Rav Yosef Zvi Rimon Copy Editor: Rabbi Avraham Lifshitz, Mordy Oberstein, Alexis Levy Graphic Design: Shulamit Meir, Shira Herskovitz, Aviva Rhein Some of the Illustrations in the book Created by Freepik Production: Yitzchak Bodner HESBER Director: Rabbi Binyamin Zimmerman HESBER Business Manager: Yitzchak Bodner work is produced by HESBER, an organization committed to providing top-quality Hebrew/English This Source Based Educational Resources. HESBER operates as a division of Sulamot (formerly the Mercaz HaHalacha, the Halacha Education Center), and has served as the English language division of the Mercaz for the past few years. Founded in 2008 by the well-known Rabbi/ author/ educator/ chessed personality Rav Yosef Zvi Rimon, the Halacha Education Center produces educational materials and leads educational initiatives in four languages, servicing tens of thousands of students and adults throughout the world. The Center's goals include making the world of Torah and Halacha accessible to all segments of the Jewish people – to Jews of all ages, with varying levels of knowledge and commitment, in Israel and the Diaspora. HESBER's materials are marked by a unique style of instruction which allows Jewish law and values to be taught in an innovative and engaging manner. The From the Source; with Spirit curricula are studied by thousands of students each year throughout the English-speaking world, in more than 40 different schools on 5 continents. Each work is set to be part of a completely integrated, homogeneous and comprehensive curricular series spanning from elementary/middle school all the way through high school. After producing three separate curricula for high schools (on the topics of Kashrut, Shabbat, and Tefilla), HESBER has begun to develop middle school curricula as well, paving the way for an integrated curriculum. This work on Hilchot Bein Adam LeChavero is our first From the Source; with Spirit book for middle schools. We are grateful for the collaboration and special partnerships with two schools, Harkham Hillel Hebrew Academy in Los Angeles, CA under the leadership of Rabbi Boruch Sufrin, Head of School, and Hebrew Academy (RASG) in Miami Beach, FL, under the leadership of Rabbi Avi Bossewitch, Dean of Academics & Innovation. The insight of the staffs have greatly benefitted the development of this book and we view them as cherished partners in the initial development of these Bein Adam LeChavero materials. Contact Israel Main Office US Office HESBER: POB 230 Alon Shvut 9043300, Israel 254 Chestnut ST, Englewood NJ 07631, USA (972) 505-729-700 (716) 216-3615 [email protected] [email protected] www.hesber.org www.hesber.org © 2018 All rights reserved by HESBER and the Halacha Education Center For the overall benefit of Jewish Education, no part of this work may be reproduced in any form, without exception; including photocopying or storing or disseminating through computer retrieval systems, without written permission from HESBER and the Halacha Education Center. מקור בתורה שבכתב )תנ"ך( The Color Key For Identifying the Source of The Sources Sources from the Written Torah In order to be able to quickly identify the nature מקור בתורה שבעל פה ,of the various sources that appear in this work the sources are color coded based on the time Sources from the Oral Law (Mishna and Gemara) period in which they were written. This colorful מקור ממפרשי התלמוד הראשונים, ופסקי השלחן ערוך codification system will hopefully help us trace the halachic process from the source in the Torah to the Sources From The Rishonim (Early Commentaries on practical halachic rulings of contemporary Poskim. the Gemara) and the Rulings of the Shulchan Aruch ou ld y thi What would you think? u nk o ? מקור ממפרשי השלחן ערוך ומהאחרונים w Think independently about the t a h W question before seeing the sources Sources From the Commentaries on the Shulchan Aruch and the Later Commentators he S o t ou t rc Straight to the Sources: t e h g i Study the sources inside in their מקור מפוסקי זמנינו a r t S original language. Sources From the Contemporary Poskim (Halachic Decisors) r Though Fo t Food for Thought: d o o Additional questions or thoughts to F contemplate before proceeding Important Terms מקור מהסידור nt Term rta o Important Halachic and Hebrew terms p Sources From the Siddur m I are noted so students can improve their vocabulary and remember primary terms lomdus A Little Lomdus מקור לא רבני le li Advanced sections for students a looking for added material. The flow Non Rabbinic source of the chapter can be understood without these sections. view Review Re Chartssample and review questions that call upon the students to recall information and organize it. These review sections also serve as internal assessments. Summarize your thoughts A space for students to put their thoughts together and record them. TABLE OF CONTENTS מִצְ ווֹת בֵּין אָדָם לַחֲבֵ רוֹ Part 1: The Principles of An Introduction to Mitzvot - מִ צְ ו וֹ ת 1 2 Mitzvot that Deserve Special Attention מִצְ ווֹת בֵּין אָדָם לַחֲבֵ רוֹ and מִצְ ווֹת בֵּ ין אָדָם לַמָּ קוֹם Distinguishing between 3 A Third Element of Interpersonal Mitzvot - מִ צְ ו וֹ ת בּ ֵ י ן אָ דָ ם לְ עַ צְ מ ו ֹ 4 Performing Acts of Kindness -גְּמִ ילוּת חַ סַ דִ י ם 5 Developing a Refined Personality : תִּ קּ ּ ו ן הַ מִּ דּ וֹ ת and ְ ו הָ לַ כְ תּ ָ בִּ דְ רָ כָ י ו :Part 2 6 An Introduction to Middot Refinement and Character Development 7 The 13 Middot of Rav Yisrael Salanter מִצְ ווֹת בֵּין אָדָם לַחֲבֵ רוֹ Part 3: The Overarching Loving One’s Fellow - ְ ו אָ הַ בְ תּ ָ לְ רֵ עֲ ךָ כּ ָ מ וֹ ךָ 8 The Attitude of Gratitude - הַ כָּ רַ ת הַ טּ וֹ ב 9 גְּמִ ילוּת חַ סַ דִ י ם Part 4: A Life of The Mitzvot of Chessed- חֶ סֶ ד 10 Caring for the Sick -בִּקּוּר חוֹלִ ים 11 Hospitality -הַכְנָסַ ת אוֹרְחִ ים 12 sample 13 Thesample Milestone Mitzvot of Chessed- Assisting in Joyous and Sad Occasions Part 5: Putting the Tools into Practice The purpose of this short chapter is to show how Student Analysis of 10 Interpersonal Mitzvot 14 alongside the constant opportunities of chessed, such Using Acquired Methodology and Tools as inviting guests and visiting the sick, there are special milestone mitzvot of chessed. These mitzvot apply when other individuals are involved in either extremely joyous or extremely difficult situations. One is required to put things aside and involve themselves with body and soul, even digging into one's pockets when necessary, in order to help the individuals. This chapter will also clarify that the goal of chessed is not just to show up to weddings and funerals, but to bring joy to the former and comfort at the latter. Although at times it might be hard to take part in other people's milestones- for instance, someone who isn't married might find it hard to participate joyously in someone else's wedding, or someone who fears death might find it hard to join in a funeral etc., - nevertheless, the mitzva involves trying to overcome those personal feelings and joining in the milestone event. The students should also confront some real life issues of when they personally feel joy or sadness, and how they would like to be treated; and in turn how they might BEIN ADAM LECHAVERO ● ICONS מעשה דיבור מחשבה בין אדם לחברו בין אדם למקום Thought Speech Action בין אדם לעצמו VALUES AH R מצות עשה O Mitzvot Asseh T מצות לא תעשה Mitzvot Lo Ta’asseh רך דרך ארץ ד דרך ארץ דרך ארץ צלם ת הכר הטוב Putting דרך ילכו into ה ד ר בה Action ר תו דרך ה ך ך א ל ר רץ קדמה ד דרך ארץ צלם כרת ע דושים ת ה צמי ק היו Community דרך Service ל התורה וי א וי ל צ ם חן ר ח רא לם אלוקי שם יש ן שם יש ual G ual G צד ש C ח Tze irit en irit en ק Mi מ פט he סד s sh d p e p e s p e S ti S ti e k c c d a s s t m a h ra Av From ש מחים גמילות g with Othe tin rs י ח ום ra ח ס יח אב כנסת חולים b נ לי ה א ור le ד די ו ק e ם ר בי C ם חי ם S K S W A E ואהבת לרעך h es M N en rik O ND Tragedy St CHA KI כמוך ֱהֵוָי זִה ְּיר בִמְצָוָה קָל ְּה כַבֲחּמוָרה מִ צְ וָ ה מִ צְ ָ ו ה ֵאיַן מָעִביִריַן עַל ֹהִּמְצוות מִ צְ וָ ה מִ צְ ָ ו ה An Introduction to Mitzvot I. Introduction: Recording My Thoughts About the Subject Before launching our study of an exciting new subject, let’s examine our thoughts about some of the issues we will discuss. Understanding our attitude and perspective regarding mitzvot will help us begin the subject with a fresh look. What do we know and think about mitzvot. What mitzvot do we view as most important? Rate the Mitzvot ou ld y thi u nk o ? If you had to rate the importance of each of the various mitzvot below on a scale of 1 to 5 (5 being w t a h most important), how would you rate them? W The Mitzva 1-5 The Mitzva 1-5 Not stealing Loving Hashem Not desecrating Shabbat Learning Torah Sha’atnez) Respecting and honoring your parents , ׁשַ עַ טְ ֵ נ ז) Not mixing wool and linen Davening every day (עֲבוֹדָ ה זָרָ ה) Not worshipping idols Not eating non-kosher foods Reciting or hearing Kiddush on Shabbat Not eating on Yom Kippur Loving other Jews Not eating chametz on Pesach Lighting Chanukah candles What differences do you notice between the mitzvot in the right column and those in the left? ________________________________________________________________________________________________ Would you consider someone to be properly following
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