COURSE DESCRIPTION SPRING 2014
T EL AVIV UNIVERSITY TEL AVIV UNIVERSITY INTERNATIONAL STUDY ABROAD - SPRING SEMESTER 2014 COURSE DESCRIPTION
MAIN OFFICE UNITED STATES CANADA The Carter Building , Room 108 Office of Academic Affairs Lawrence Plaza Ramat Aviv, 6997801, Israel 39 Broadway, Suite 1510 3130 Bathurst Street, Suite 214 Phone: +972-3-6408118 New York, NY 10006 Toronto, Ontario M6A 2A1 Fax: +972-3-6409582 Phone: +1-212-742-9030 [email protected] [email protected] Fax: +1-212-742-9031 [email protected]
INTERNATIONAL.TAU.AC.IL
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TABLE OF CONTENTS ■ SPRING SEMESTER 2014 DATES 3-4
■ ACADEMIC REQUIREMENTS 6-17 O INSTRUCTIONS FOR REGISTRATION 6-7 O REGULAR UNIVERSITY COURSES 7 O WITHDRAWAL FROM COURSES 8 O PASS/FAIL OPTION 8 O INCOMPLETE COURSES 8 O GRADING SYSTEM 9 O CODE OF HONOR AND ACADEMIC INTEGRITY 9 O RIGHT TO APPEAL 10 O SPECIAL ACCOMMODATIONS 10 O HEBREW ULPAN REGULATIONS 11 O TAU WRITING CENTER 11-12 O DESCRIPTION OF LIBRARIES 13 O MOODLE 13 O SCHEDULE OF COURSES 14-16 O EXAM TIMETABLE 17-18
■ TRANSCRIPT REQUEST INSTRUCTIONS 19
■ COURSE DESCRIPTIONS 20-103
■ REGISTRATION FORM FOR STUDY ABROAD COURSES 104 ■ EXTERNAL REGISTRATION FORM 105
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SPRING SEMESTER 2014 IMPORTANT DATES ■ Academic Orientation Day Monday, February 2nd, 2014 at 2:00pm (14:00) (Classroom TBA). ■ The Spring Semester starts on Sunday, February 16th 2014 and ends on Thursday, May 22nd, 2014. ■ Course registration deadline: Tuesday, February 6th, 2014. ■ Class changes and finalizing schedule (see hereunder): February 23th – 24th 2014. ■ Last day in the dorms: Sunday, May 25th 2014.
Students are advised to register to more than the required 5 courses but not more than 7 courses. Students will be allowed to delete courses from their schedules, (not add), on Sunday – Monday, February 23th – 24th 2014.
Since the Spring Semester lasts 11 weeks, most courses will be given 4 hours per week, (two hours, twice a week), in most cases 3 credits each course. As a result, no early departures will be approved prior to Thursday, May 22nd 2014 inclusive. Early departures will only be approved if arranged in advance of arrival for students which their Semester in their school overlaps with the Tel Aviv University schedule. Written proof from the school is required. An explanatory formal letter from the student is required as well. All documents will be examined by the academic committee to be formally approved. In case of early departure, the student's formal letter will be forwarded to his school with the transcript. TEL AVIV UNIVERSITY INTERNATIONAL ACADEMIC CALENDAR (2013-2014)
2014 Spring Arrival Dates - Study Abroad Students * Note: Ulpan is required for study abroad students only (Spring semester)
Spring Program Group Flight Jan. 13, 2014 Arrival at TAU, Spring Jan. 14, 2014 General Orientation & Hebrew Placement Exam Jan. 15, 2014 Winter Ulpan - Hebrew Language Program* Jan. 19 – Feb. 13, 2014 ---
Spring Semester Feb. 16 – May 22, 2014 Passover Vacation Apr. 9 – Apr. 22, 2014 Memorial Day May 5, 2014 Independence Day May 6, 2014 Semester Exams May 18 – May 22, 2014 Last day in dorms May 25, 2014
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Please note the following:
- BA in Liberal Arts semester begins on Sunday, some courses last longer and run in parallel to the regular calendar hereunder.
TAU REGULAR ACADEMIC CALENDAR (2013-2014) The following is the standard Tel Aviv University calendar.
Spring Semester Feb. 16 – June 13, 2014 Passover Vacation Apr. 9 – Apr. 22, 2014 Memorial Day May 5, 2014 Independence Day May 6, 2014 Shavuot Vacation June 3-4, 2014
Spring Semester Final Exams start after June 13 th2014 and the first term continues until the end of July 2014.
Remembrance Day Ceremonies
On the following days, there will be a break in studies from 12:00 noon to 1 pm: . Holocaust memorial ceremony - April 28th 2014 . Israel's fallen soldiers - memorial ceremony - May 4th 2014
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ACADEMICS
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ACADEMICS ACCREDITATION For FFELP purposes, Tel Aviv University is registered with the Department of Education (Title IV Code 008373-00 or electronic G08373). In Israel, Tel Aviv University is accredited by the Department of Education and the Council for Higher Education. ACADEMIC REQUIREMENTS Credit & Course Load
Students must participate each semester in courses that will grant a minimum of 12 credits, plus a 3 to 4 credit Hebrew/Arabic language course per semester, or in courses that will grant a minimum of 15 credits with no Hebrew/Arabic instruction. The requirements will be satisfied in the following way:
1. Four ordinary courses and a language course (Hebrew or Arabic). 2. Five ordinary courses. Attendance is mandatory in all of the courses. Missing lessons will be reflected in the final grade of the course. Up to three justified absence from classes will be accepted (for example: emergency matter, doctor's note). Such cases of absence should be notified to your lecturer immediately.
Students are required to arrive on time for classes. Teachers are entitled to treat any single case of lateness and/or repeated lateness as an unjustified absence.
INSTRUCTIONS FOR REGISTRATION TO COURSES REGISTRATION PROCEDURE 1. Registration to all the Courses listed in the booklet (incl. BA courses) is done through the Form at the end of the Booklet (REGISTRATION FORM – SPRING 2014).
2. The registration form must be handed personally or by email to Ms. Yael Gazit student secretary at TAU International (Carter Building, 108) by Tuesday, February 6th, 2014.
3. Students are responsible for entering the correct information on the registration form (available at the end of this booklet):
a. Personal information (Name, passport number, student number, etc) b. Correct name and course number.
4. Class Changes and finalizing schedule: Sunday – Monday, February 23th – 24th 2014.
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Students are advised to register to more than the required 5 courses but not to more than 7 courses. Students will be allowed to delete courses from their schedules, (not add), on Sunday – Monday, February 23th – 24th 2014.
HEBREW Registration for the Spring Semester Hebrew course will be done by your Hebrew teacher during the last week of the intensive winter Ulpan.
Students who are registered for Hebrew classes cannot transfer from one Hebrew class to another independently (see Hebrew class regulations).
REGULAR COURSES AT TAU Students whose Hebrew is good enough and choose to take courses from other TAU departments taught in Hebrew, must complete a special registration form available at the end of this booklet (External Registration Form), in addition to the TAU International's registration form.
For the schedule of these courses please click here (Hebrew).
Students should note that the regular university Spring Semester starts on Feb. 16th 2014 and ends on June 13, 2014. Final Exams start after this date and the first term continues until the end of July 2014.
If a student decides to drop the course/s, it is extremely important that the academic office be notified. Failing to do so will result in “W/F” (Withdrawal with failure) being recorded as the course grade.
STUDY ABROAD STUDENTS ENROLLED IN BA IN LIBERAL ARTS AND REGULAR TAU COURSES CANNOT TAKE EXAMS ON DIFFERENT DATES THAN THEIR CLASSMATES STUDENTS, NOR WILL THEY BE ALLOWED TO LEAVE THE PROGRAM EARLY.
■ Please indicate on any test or paper taken at the regular university that you are a student in TAU International Spring semester / Year abroad program.
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WITHDRAWAL FROM COURSES For students who register to more than 5 courses, and drop a course after Thursday, Feb 27th 2014, (W) Withdrawal will be recorded on the final transcript.
If a course is dropped after mid-term or Thursday, March 31st 2014 (whichever comes first) , W/F (Withdrawal with Failure) will be recorded on the transcript. Forms are available in the office. PASS / FAIL GRADING OPTION Students may register for one course on a Pass / Fail basis. Students are required to choose the desired grading system within the first seven weeks of attendance, and to report this decision to the study abroad academic secretary.
■ Final Date for informing the office of your P/F choice, Thursday, March 31st 2014. Forms are available in the office.
Universities have different policies about the acceptance of Pass/Fail grades. Students must consult with their home university advisors regarding the acceptance of Pass/Fail grades instead of letter/number grades (The Pass/Fail option is not open to SUNY, SYRACUSE, POMONA & PENN STATE students studying abroad).
Once a Pass/Fail grade is entered into a student's record, it cannot be changed to a letter grade, and vice versa.
A Pass grade indicates D or higher-level grade. In the event the student achieves A-/ A / or A+, that letter grade will appear on the transcript instead of (P) pass. INCOMPLETE COURSES Students who fail to complete any of the course requirements, (papers, exams etc.,) during the period of instruction, will have an (INC) Incomplete recorded on their transcript. It is the responsibility of the student to notify the international office of the reason for the incomplete and the estimated date of completion.
If the professor agrees, a student may complete the course requirements after the semester; the incomplete grade (INC) will be changed accordingly. The time limit for satisfactory completion of course requirements will be set by the individual professor. In no case shall the time limit be later than August 1st, 2014. After this date an “F” (fail) will be automatically recorded.
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GRADING SYSTEM The following is the grading system of Tel Aviv University International:
A+ = 97-100% B- = 80-82% D = 63-66%
A = 93-96% C+ = 77-79% D- = 60-62%
A- = 90-92% C = 73-76% F = 59% and under
B+ = 87-89% C- = 70-72%
B = 83-86% D+ = 67-69%
CODE OF HONOR AND ACADEMIC INTEGRITY Students are expected to abide strictly by the Tel Aviv University and Tel Aviv University International Code of Honor:
Students in the program are expected to act with integrity and honesty and hold their fellow students to the same standard. As such the school and university administration will not under any circumstance tolerate cheating, plagiarism, fabrication, aiding and abetting dishonesty, falsification of records and official documents or any other act which could compromise a student’s academic integrity.
Plagiarism: Submitting material that in part or whole is not entirely your work without attributing those same portions to their correct source.
Cheating: Using unauthorized notes, study aids or information from another student, student’s paper, or student’s electronic equipment (including but not limited to: phones, computers, and blackberry’s) on an examination; altering a graded work after it has been returned, then resubmitting the work; allowing another person to do your work and submitting that work under your name; or submitting identical or similar papers for credit in more than one course without getting prior permission from the course instructors.
Fabrication: Presenting data in a piece of work that was not gathered in accordance with guidelines defining the appropriate methods of collecting or generating data and failing to include a substantially accurate account of the method by which the data was gathered or collected.
Aiding and Abetting Dishonesty: Providing material or information to another person with knowledge that this material or information would be used improperly.
Falsification of Records and Official Documents: Altering documents affecting academic records; forging signature of authorization or falsifying information on an official academic document, grade report, or any other document designed to ensure that a student meets or gains exemption from a program or university regulation.
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Should a student violate the Code of Honor, the administration will review their case. This may lead to termination from the program, and expulsion from Tel Aviv University.
RIGHT TO APPEAL Students have the right to appeal the results of a written examination within two weeks from the day the papers are returned to the office. If there has been no appeal during that period, the grade is final. The appeal process will be communicated to you during orientation week. The last grade given will be the determining grade (even if the grade received after the appeal is lower than that given for the exam/paper).
During the appeal period, students may not take their original papers/exams out of the office. They may look at their papers and make a copy if requested. SPECIAL ACCOMMODATIONS In accordance to University guidelines, students with learning disabilities or special needs must bring official documentation from their home country / university (translated into English by notary) and should be in touch with their respective program coordinator regarding any specific needs they have, and in accordance to the University's customary tools on this topic.
The Division of Foreign Languages at Tel Aviv University offers tutoring in English for students with special needs. For more information, please contact Elana Spector-Cohen, Head of English Programs, Division of Foreign Languages at [email protected].
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HEBREW STUDIES REGULATIONS
1. Attendance: Given that this is an intensive Hebrew course, attendance is mandatory. Up to three days of justified absence from classes will be accepted (e.g: emergency matter, doctor's note). Such cases of absence should be notified to your Hebrew teacher immediately.
Students are required to arrive on time for classes. Teachers are entitled to treat any single case of lateness and/or repeated lateness as an unjustified absence.
2. Homework: Home assignments are part of the course. Students who do not prepare their home assignments will be considered as not having met the requirements of the course.
3. Exams: The course will consist of a weekly exam and a final.
Students, who have two or more unjustified absences in a given week, cannot take the weekly exam. Non-participation will result in exam failure.
i. Grades The final grade is made up as follows:
Summer Summer Short Ulpan – Hebrew Ulpan Track 2, and Winter Ulpan Semester Course
Weekly exams 5 Exams – 3 Exams – Total 60% 2 Exams – Total Total 60% 50%
Final exam 25% 30% 35%
Teacher's evaluation (based on 15% 10% 15% homework, participation, etc)
TAU WRITING CENTER - DIVISION OF FOREIGN LANGUAGES “My task, which I am trying to achieve is, by the power of the written word, to make you hear, to make you feel--it is, before all, to make you see.” Joseph Conrad, Lord Jim
TAU’s Writing Center in the Division of Foreign Languages invites you to improve your academic writing in English at any stage of your studies and writing. It offers individualized sessions with professional, experienced tutors in a supportive peer-based environment. During these sessions, tutors will address your personal academic writing strengths and challenges, empowering you to improve your academic performance at all levels.
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WHO ARE WE? We are a team of experienced and dedicated TAU faculty members and graduate students in the field of teaching English as a foreign language. All are involved in teaching and researching academic writing from the undergraduate to the doctoral level.
WHAT CAN WE OFFER YOU? - We provide one-on-one tutoring sessions of 45 or 90 minutes, tailor made to suit your needs at any stage of the writing process. - Our tutors will assist and support you as you develop your English language skills in writing, reading and speaking. - We offer targeted guidance and feedback on your academic essays, papers and presentations.
PERSONALIZED MEETINGS - YOU CHOOSE THE TIME Using our online scheduling system, set up a convenient time to meet with one of our tutors at the Writing Center (meetings will be held in Webb Building, room 210). WE SHOW YOU HOW Our tutors will help you expand your expertise by showing you how to implement useful strategies on your own. In short, we help you to become a more effective and confident writer. NO STRINGS ATTACHED Come in for a one-time session or a series of meetings – either way, you are always welcome!
GENERAL WORKSHOPS We offer group workshops on essential topics such as effective essay writing for exams, avoiding plagiarism, presenting at conferences and meetings, as well as professional writing for post-graduate placements, fellowships, and grants.
HOW CAN YOU ENJOY OUR SERVICES? Schedule a meeting via our online system with a tutor of your choice or drop by to make an appointment.
Feel free to contact us at: [email protected]
The TAU Writing Center / Webb Building, Room 210.
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BIBLIOGRAPHICAL SERVICES IN THE TAU LIBRARIES
Hereunder, please find practical information regarding libraries on campus, that we believe you will use the most. For more information in English regarding libraries, you can click here: http://english.tau.ac.il/libraries
Central Library (The Sourasky Library) - apply to main desk on ground floor for bibliographical information and other assistance:
Sunday - Thursday - 9:00am - 8:00pm Friday - 9:00am - 12:30pm
Social Science and Management Library (The Brender-Moss Library): apply to main desk on ground floor for bibliographical information and other assistance:
Sunday - Thursday - 9:00am - 7:45pm Friday - 9:00am - 12:45pm
Beit Milman Library: Ask the librarian for information and assistance in the Carter Building (attached to the Diaspora Museum).
Sunday - Thursday - 9:00am - 4:00pm Friday - CLOSED
TIMES FOR THESE LIBRARIES ARE SUBJECT TO CHANGE
MOODLE Students have access to Moodle, the online course management system used at Tel Aviv University. Users can access course materials and activities, grades, and communicate with lecturers and other students in the program. Login information will be provided to students during academic orientation day. http://moodle.tau.ac.il/?lang=en
For more information please contact helpdesk: +972-3-640-8888 or Ms. Stav Livne TAU International office secretary, email: [email protected]
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STUDY ABROAD SCHEDULE - SPRING 2014
Spring JEWISH STUDIES Semester Day Hours Day Hours The Jewish World in the Modern Era - Prof. R. Rockaway 2120.5300.03 MON 10:00-12:00 WED 10:00-12:00 History of Anti -Semitism - Dr. K. Beller 2120.0539.03 MON 10:00-12:00 WED 10:00-12:00 The Jews And The Passion, From The Gospels To Gibson - Prof. J. Cohen 2120.0256.02 TUE 12:00-16:00
Jewish Identity in Israel and the Diaspora - Prof. Y. Bar-Shalom 2120.0176.03 MON 16:00-20:00 Jewish Education The Reality And The Vision – Mr. Shaul Wachsstock (preregistration in the Lainer Interns Program required) 2120.0166.02 WED 16:00–18:00
Contemporary Jewish Issues - Dr. M. Gresser 2120.0132.02 TUE 10:00-12:00 THU 10:00-12:00 "After Auschwitz": Images of the Holocaust in Contemporary Culture - Dr. R. Perry 2120.0124.03 TUE 10:00-12:00 THU 10:00-12:00 ISRAEL STUDIES Thinking Zionism – Intellectual History of a National Movement - Dr. Yonit Efron 2120.1002.02 TUE 10:00-14:00
Israeli Politics -Dr. E. Klauber 2120.0112.03 TUE 12:00-14:00 THU 12:00-14:00 One Hundred Years: History and Memory in Tel Aviv-Jaffa - Dr. M Wein 2120.0533.03 TUE 16:00-20:00
MIDDLE EAST STUDIES The Struggle For Palestine: The Roots Of The Arab-Israeli Conflict - Dr. T Green 2120.1102.02 MON 14:00-18:00 Mobilization, Social Protest, Revolution: from the Arab Spring to Occupy Wall 2120.2163.01 MON 10:00-12:00 WED 10:00-12:00 Street - Dr. B. Berti Ideologies And Intellectual Movements In The Modern Middle East - Dr. I. Gershoni 2120.0216.02 TUE 14:00-16:00 THU 14:00-16:00 The Emergence of the Modern Middle East – Prof. Asher Susser (Coursera) 1882-0602-01 Coursera ART STUDIES Introduction to Israeli Art: From The Founding of Bezalel (1906), Up To The 21st Century - Dr. R. Shusterman 2120.0987.03 TUE 12:00-14:00 THU 12:00-14:00 Screened Ideas: Thinking Through Film And Television - Prof. S. Biderman 2120.0794.02 MON 18:00-20:00 WED 18:00-20:00 Acting Workshop - Ms. M. Bat-Adam 2120.0478.03 THU 16:00-18:00
Israeli Cinema and the Culture of Modern Israel - Dr. S. Duvdevani 2120.0468.03 MON 12:00-16:00
LIFE SCIENCES
Israel And The Environment - Dr. S. Fleischer 2120.0139.03 TUE 16:30-20:00
MANAGEMENT AND ECONOMICS
The Israeli Economy - Dr. P. Rivlin 2120.1172.03 MON 14:00-16:00 WED 14:00-16:00 Entrepreneurship from A to Z - Mr. Meishar Meiri 1221.8000.01 WED 17:00-21:00 Technology, Venture and Strategy - Prof. Yesha Y. Sivan 1221.8001.01 TUE 16:00-20:00 Managing Human Resources in Technology Businesses - Prof. Yonatan Smilansky 1221.8002.01 THU 14:00-18:00 SOCIAL SCIENCE
Sociology of Religion - Dr. S. Fisher 2120.0558.02 WED 14:00-18:00
ARABIC
Introduction to Modern Standard Arabic - Mr. M. Guggenheimer 2120.0980.03 TUE 10:00-12:00 THU 10:00-12:00
BA IN LIBERAL ARTS SCHEDULE - SPRING 2014
Spring Semester Day Hours Day Hours JEWISH STUDIES Canonical Jewish Texts - Dr. Hillel Ben Sasson 1662.1302.01 THU 14:00-18:00
MIDDLE EAST STUDIES
Social and Cultural History of the Middle East -Dr. On Barak 1662.1201.01 TUE 10:00-14:00
SOCIAL SCIENCE Freud and Beyond: The Evolution of Psychoanalytic Though - Dr. Ruth Zeligman (Year Course) 1662.1603.01 SUN 14:00-16:00
Positive Psychology: Findings and Applications - Dr. Moshe Talmon 1662.2601.01 SUN 10:00-12:00 WED 10:00-12:00 PHILOSOPHY
Scientific Revolutions - Dr. Leo Corry 1662.1103.01 MON 14:00-18:00
Digital Culture & Virtual Reality: Conceptual Inquiry- Dr. Noa Gadi 1662.2500.01 MON 12:00-16:00
Body and Mind: Integrative Approaches - Dr. Asaf Keidar 1662.2600.01 THU 14:00-18:00
Guided Reading in Philosophical Texts - Dr. ZoeGotzeit 1662.2600.01 MON 18:00-20:00 TUE 18:00-20:00 Introduction to Rhetorical Theory: Power, Influence and the Battle for Meaning - Dr. Sharon Avital 1662.1106.02 TUE 12:00-14:00 THU 14:00-16:00 DIGITAL CULTURE AND COMMUNICATION Digital Discourse: New Media Language and Dynamics - Dr. Carmel Vaisman 1662.1500.01 TUE 14:00-18:00
GENERAL STUDIES
A Political History of the Economy – Prof. Michael Zakim 1662.1108.01 SUN 16:00-20:00
NOTE: SPRING AND YEAR STUDENTS CANNOT JOIN THE FOLLOWING COURSES UNLESS THEY ARE ABLE TO STAY IN ISRAELFOR THE FINAL EXAM: SOCIAL SCIENCE Statistics and Research Methods in Psychology – Dr. Dafna Palti 1662.1604.01 WED 12:00-14:00 Introduction to Psychopathology - Dr. Dorit Shikeyrisky (Year Course) 1662.1601.01 WED 12:00-14:00 DIGITAL CULTURE AND COMMUNICATION Theories in Communication and Digital Media - Dr. Sharon Avital 1662.1503.01 TUE 10:00-12:00 THU 12:00-14:00 Digital Culture & Virtual Reality: Conceptual Inquiry 1662.2500.01 MON 12:00-16:00 MIDDLE EAST STUDIES Women in Islamic Culture: Past and Present - Dr. Keren Abbou 1662.2200.01 MON 10:00-12:00
FOR THE SYLLABI CLICK HERE!
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IMPORTANT NOTES
1. Courses starting with the number 2120 are offered by the study abroad program, courses starting with the number 1662 are offered by the BA in Liberal Arts program. 2. Courses starting with the number 1221 are offered in partnership with the Recanati Faculty of Management and taught with Israeli students, these courses are open to students majoring in: Business, Engineering, Economics, or Science who have completed at least one year of study. 3. Semester students cannot join year courses. 4. Courses with less than 10 students might be cancelled. 5. Study Abroad Students have only one final term, even if they join BA classes. 6. BA in Liberal Arts semester begins on Sunday; some courses last longer and run in parallel with the regular TAU calendar. Please check the exam schedule, Study abroad students cannot take exams on different dates. The following exemptions for taking a final exam not on its date are: IDF Reserves, Illness – Doctor's/Hospital notes, Birth, or Immediate family death. 7. Coursera is an education company that partnered with TAU and other top universities and organizations in the world to offer courses online. Note: the final exam will be held on May 30th 2014. You cannot join the course unless you are able to stay in Israel for the final exam.
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EXAM TIMETABLE STUDY ABROAD COURSES
Friday May 16th 2014 Starts 08:30 Managing Human Resources in Technology Businesses
Sunday May 18th 2014 10:00-12:00 Screened Ideas: Thinking Through Film And Television - Prof. S. Biderman 14:00 – 16:00 Ideologies and Intellectual Movements in the Modern ME - Prof. I. Gershoni
Monday May 19th 2014 10:00-12:00 Mobilization Social Protest: Revolution from the Arab Spring to Occupy Wall street - Dr. B. Berti History of Anti -Semitism - Dr. K. Beller The Jewish World in the Modern Era - Prof. R. Rockaway 14:00 – 16:00 Israeli Cinema and the Culture of Modern Israel - Dr. S. Duvdevani The Israeli Economy - Dr. P. Rivlin The Struggle For Palestine: The Roots Of The Arab-Israeli Conflict - Dr. T Green
Tuesday May 20th 2014 12:00-14:00 Introduction to Israeli Art: From The Founding of Bezalel (1906), Up To The 21st Century - Dr. R. Shusterman The Jews And The Passion, From The Gospels To Gibson - Prof. J. Cohen Thinking Zionism – Intellectual History of a National Movement - Dr. Yonit Efron 16:00-18:00 Israel and the Environment - Dr. S. Fleischer One Hundred Years: History and Memory in Tel Aviv-Jaffa - Dr. M Wein 16:00-20:00 Technology, Venture and Strategy - Prof. Yesha Y. Sivan
Thursday May 22nd 2014 10:00-12:00 Contemporary Jewish Issues - Dr. M. Gresser "After Auschwitz": Images of the Holocaust in Contemporary Culture - Dr. R. Perry Introduction to Modern Standard Arabic - Mr. M. Guggenheimer
Friday May 30th 2014 The Emergence of the Modern Middle East – Prof. Asher Susser (Coursera) You cannot join the course unless you are able to stay in Israel for the final exam.
Courses not mentioned in the list here above are graded either based on a take home exam or on a final paper.
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EXAM TIMETABLE BA COURSES
PLEASE CHECK EXAM SCHEDULE BELOW, STUDENTS CANNOT TAKE EXAMS ON DIFFERENT DATES, FOR MORE INFORMATION CLICK HERE!
Class Exams 1662.1604.01 Statistics and Research Methods in Psychology – final - 28.5.2014 at 9:00 1662.1601.01 Introduction to Psychopathology – 28.5.2014 at 12:00 1662.1503.01 Theories in Communication and Digital Media – 2.6.2014 at 10:00 1662.2200.01 Women in Islamic Culture: Past and Present – 25.5.2014 at 10:00 1662.2500.01 Digital Culture & Virtual Reality: Conceptual Inquiry – TBA, latest on the 22.5.2014
Take Home Exams 1662.1108.01 Political History of the Economy – distribute 27.5.2014 at 16:00 submit 29.5.2014 at 16:00 1662.1201.01 Social and Cultural History of the Middle East – distribute 3.6.2014 at 10:00 submit 5.6.2014 at 10:00 1662.1302.01 Modern Jewish Thought on Canonical Jewish texts – distribute 8.6.2014 at 10:00 submit 10.6.2014 at 10:00 1662.1500.01 Digital Discourse – distribute 25.5.2014 at 13:00 submit 27.5.2014 at 13:00
Papers 1662.1401.01 Guided Reading – 13.5.2014 (last class) 1662.1603.01 Freud and Beyond: The Evolution of Psychoanalytic Thought – 12.6.2014 1662.2600.01 Body and Mind: Integrative Approaches – 15.6.2014 1662.2601.01 Positive Psychology: Findings and Applications – 19.6.2014 1662.1103.01 Scientific Revolutions – 1.6.2014 1662.1106.01 Introduction to Rhetorical Theory: Power, Influence and the Battle for Meaning – 5.6.2014
There is no need for students to be in Israel for Take Home exams distribution and submission dates or for the Papers submission dates.
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TRANSCRIPT REQUEST INSTRUCTIONS PLEASE READ THE FOLLOWING CAREFULLY
The first official transcript is sent to your university and your home free of charge. If you need more than one official transcript, there is a charge of $15 each. Students must fill in a transcript request form online. Please make sure that you write the exact address of the university.
For future transcript requests, students should order them online at: http://international.tau.ac.il/ Transcript requests sent by fax or e-mail will not be accepted.
The transcript will be sent to your university as soon as possible after we receive your request. Your university takes longer to acknowledge receipt of this transcript especially if you do not indicate which registrar's office it should be sent to.
If there is no acknowledgement within six weeks, please contact us and we will mail another one immediately.
FOR ANY QUESTIONS OR INFORMATION REGARDING TRANSCRIPTS, PLEASE WRITE DIRECTLY TO MRS. YAEL GAZIT.
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STUDY ABROAD DESCRIPTIONS AND SYLLABI
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THE JEWISH WORLD IN THE MODERN ERA PROF. ROBERT ROCKAWAY SPRING SEMESTER 2014
Office hours: by appointment: 204 Carter Bldg.
This course is an introductory undergraduate survey course and presupposes no previous background in modern Jewish history. The course focuses on the history of the Jews in Europe, with an emphasis on Central and Eastern Europe. The course also includes discussions of major themes in American Jewish history.
Course Requirements The course consists of lectures and readings. The readings are taken from the following books: Lloyd P. Gartner, History of the Jews in Modern Times (2001) Howard M. Sachar, The Course of Modern Jewish History (1990) H.H. Ben-Sasson, editor, A History of the Jewish People (1976) Gerald Sorin, Tradition Transformed: The Jewish Experience in America (1997)
Students will also read a number of primary documents. The assigned readings and documents are listed under the topic headings.
Book Report: In addition to the readings and documents, each student will be required to write a short, critical book review of no more than four pages. Each student must read one book of history dealing with a subject of the course. The book can be on any topic covered in the lectures or readings. The book chosen must contain source notes. No novels, personal memoirs, or autobiographies are acceptable. Students are to inform me by e-mail or in person, the title and subject of the book no later than the fourth week of class. All book reports are to be turned in on or before the last week of class. Late reports will not receive credit.
The final grade is based on the mid-term and final exams, the book report, and class attendance and participation.
WEEK and TOPICS
1. The Jews in Central and Western Europe before Emancipation: 17th-18th Centuries (Ben-Sasson, 777-789; Gartner, 1-25)
Emancipation of the Jews in Western Europe (Gartner, 128-161)
2. The Impact of Emancipation on the Jews 21
(Ben-Sasson, pp. 825-840) Document: Rahel Levin Varnhagen: “O how Painful to Have been Born a Jewess!” (1795); “Deathbed Statement to Her Husband” (1834)
2. Modern Racial and Political Anti-Semitism Document: Karl Duehring, “The Question of the Jew Is a Question of Race” (1881)
3. Russian Jewry: Nineteenth Century to the Russian Revolution (Ben-Sasson, pp. 813-824; 881-890) Document: The Pale of Settlement, 1835-1917.
The Rise of Zionism (Ben-Sasson, 891-907) Documents: Rabbi Yehudah Alakalai, “The Third Redemption” (1843); Rabbi Zvi Hirsch Kalisher, “Seeking Zion” (1862); "The Basle Program" (1897);
4. The Jews in America, 1776-1880 (Sachar, ch. 8) Document: The Newport Congregation to George Washington and Washington’s Reply (1790)
American Jewry, 1881- 1914 (Sachar, ch. 15)
5. MID-TERM EXAM
World War I and Its Impact on the Jews (Ben-Sasson, pp. 939-948) Document: "The Balfour Declaration" (1917)
6. The Jews of Western Europe between the World Wars, 1919-1939 (Ben-Sasson, pp. 979-988) Document: Adolf Hitler interview with Joseph Hell (1922)
The Jews of Eastern Europe between the World Wars, 1919-1939 (Ben-Sasson, pp. 949-963)
7. The Jews of the Soviet Union, 1917-1939 (Ben-Sasson, pp. 964-978) Document: Yevsektsia: The Liquidation of Bourgeois Jewish Institutions (1918)
The Zionist Movement and the Yishuv between the World Wars (Ben-Sasson, 989-1016) Document: The Peel Commission Report (July 1937)
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8. American Jewry between the World Wars (Sorin, 179-193)
European Jewry on the Eve of World War II (Gartner, pp. 294-318)
9. World War II and the Holocaust (Ben-Sasson, pp. 1017-1039) Document: Heinrich Himmler, "A Secret Speech on the Jewish Question" (Oct. 8, 1943)
FILM: "America and the Holocaust"
10. Book Report Due
The Establishment of the State of Israel (Ben-Sasson, pp. 1040-1062) Document: "Proclamation of the State of Israel" (May 14, 1948)
World Jewry after WWII ( Ben-Sasson, pp. 1063-1074; Gartner, 396-420) Document: Jean Amery, "Reflections of a ‘Holocaust Jew’" (1966)
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HISTORY OF ANTI -SEMITISM DR. KATHERINE ARON-BELLER SPRING SEMESTER 2014
An analysis of articulated hatred toward Jews as a historical force. After treating precursors in the pagan world of antiquity and in classical Christian doctrine, the course will focus on the modern phenomenon crystallizing in 19th-century Europe and reaching its lethal extreme in Nazi ideology, propaganda, and policy. Expressions in the U.S. and in the Arab world, as well as Jewish reactions to anti-Semitism, will also be studied.
Course Outline 1. Introduction to the Course and pagan antisemitism. Gavin Langmuir, Toward a Definition of Antisemitism. (Berkeley: University of California Press, 1990)pp. 311-352. Peter Schäfer, Judaeophobia: Attitudes Toward the Jews in the Ancient World. Cambridge, Harvard University Press, 1997, pp. 34-64, 197-211. 2. New Testament, Church Fathers Allocation of topics for oral reports. New Testament (any translation): Matthew 23; 26:57-27:54; John 5:37-40, 8:37-47 John Chrysostom, Discourses Against Judaizing Christians, Homily 1 at: www.fordham.edu/halsall/source/chrysostom-jews6.html Marcel Simon, Verus Israel. Oxford: Littman Library, 1986, pp. 179-233. 3. The Crusades Soloman bar Samson: The Crusaders in Mainz, May 27, 1096 at: www.fordham.edu/halsall/source/1096jews-mainz.html Robert Chazan, “Anti-Jewish violence of 1096 – Perpetrators and dynamics” in Anna Sapir Abulafia Religious Violence between Christians and Jews (Palgrave, 2002) Daniel Lasker, “The Impact of the Crusades on the Jewish-Christian debate” Jewish History 13, 2 (1999) 23-26 4. Jews and the Devil, the Antichrist and ritual murder accusations "The Life and Miracles of St. William of Norwich," at: http://www.fordham.edu/halsall/source/1173williamnorwich.html Simon of Trent texts Adam of Bristol texts Martin Luther, selections from "On the Jews and Their Lies," at: http://www.humanitas-international.org/showcase/chronography/documents/luther-jews.htm Langmuir, Gavin, Toward a Definition of Antisemitism. (Berkeley: University of California Press, 1990) pp. 209-236 and 263-298
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Joshua Trachtenberg, The Devil and the Jews (Philadelphia, 1983) pp.57-158. Alan Dundes, “The Ritual Murder or Blood Libel Legend: A Study of Anti-Semitic Victimization through projective inversion,” Alan Dundes (ed.) The Blood Libel Legend: A Casebook in Antisemitic Folklore (Wisconsin, 1991)
5. March Oral Reports (4 students) Take texts of 1. William of Norwich, 2. Adam of Bristol 3. Simon of Trent 4. Martin Luther and the Jews.
To what extent do these texts have an agenda? What is it?
On William of Norwich Gavin Langmiur “Thomas of Monmonth: Detector of Ritual Murder” Speculum 59, 4 (1984) 820- 849 John McCulloh “Jewish Ritual Murder: William of Norwich, Thomas of Monmouth and the Early Dissemination of the Myth” Speculum 72:3 (July 1997)
On Adam of Bristol: Robert Stacey “From Ritual Crucifixion to Host Desecration: Jews and the Body of Christ,” Jewish History 12, 1 (1998) 11-28.
On Simon of Trent: Ronnie Po-chia Hsia Trent 1475, Stories of a Ritual Murder (New Haven, 1992) Get book from library.
On Martin Luther: Mark U. Edwards Jr. “Toward an understanding of Luther’s attacks on the Jews,” Philip F. Gallagher (ed.) Christian, Jews and Other Worlds (1988) pp. 1-19 Heiko Oberman, The Roots of Anti-Semitism in the Age of the Renaissance and Reformation (Philadelphia: Fortress Press, 1984) pp.95-137
6. The History of Iconographic Antisemitism Sara Lipton, Images of Intolerance: The Representation of Jews and Judaism in the Bible moralisée (Berkeley: University of California Press, 1999) pp. 14-29. Robert Bonfil, “The Devil and the Jews in the Christian consciousness of the Middle Ages,” in Shmuel Almog (ed.) Antisemitism through the Ages (Oxford: Oxford University Press, 1980) 91- 98.
7. Shylock: Antisemitism on stage? William Shakespeare’s The Merchant of Venice.
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Marvin Perry and Frederick M. Schweitzer Anti-semitism: Myth and Hate from Antiquity to the Present (New York, 2002) Chapter Four: Homo Judaicus Economicus – The Jew as Shylock, Parasite and Plutocrat Catherine Cox “Neither gentile nor Jew; performative subjectivity in “The Merchant of Venice,” Exemplaria 12, 2 (2000) 359-383
8. Enlightenment, Emancipation, Liberalism, Socialism: The Changing Image of the Jew in the Age of Reason The Jew in the Modern World, Dohm 28-36, Michaelis 42-44, French National Assembly, 114-8; Berr 118-21, Napolean, 123-26, Jewish Notables, 128-33, Jacob Katz, From Prejudice to Destruction. pp. 13-47; 119-38, 147-74. Arthur Hertzberg, The French Enlightenment and the Jews: The Origins of Modern Anti-Semitism (New York: Columbia University Press, 1990)pp. 138-87, 248-267.
9. Nationalism
The Jew in the Modern World, Voltaire 304-8. Dohm, Michaelis, Abbe Gregoire, Bauer, Marx from The Jew in the Modern World, pp. 27-34, 36-38, 262-68. Eisenmenger and Voltaire, in Levy, Antisemitism in the Modern World: An Anthology of Texts pp. 31-46. Jacob Katz, From Prejudice to Destruction. pp. 51-104, 175-220. 10.Oral Reports (4 students) : 1. Was Karl Marx an anti-Semite? 2. How anti-Semitic was William Marr or was “anti-Semitism” just an expression he coined for intellectual purposes? 3. To what extent would you argue that Wagner’s anti-Semitism is new? 4. Where is the violent response to Jews coming from in Voltaire’s writings? On Marr: Moshe Zimmerman, Wilhelm Marr: Patriarch of Antisemitism. New York: Oxford University Press, 1986 (read whole book). On Wagner: Paul Lawrence Rose, Wagner: Race and Revolution, New Haven: Yale University Press, 1992. (read whole book) On Marx: Robert Solomon Wistrich “Karl Marx and the Jewish Question,” Soviet Jewish Affairs 4 (1974) 53-60. Julius Carlebach, Karl Marx and the Radical Critique of Judaism. (London: Routledge & Kegan Paul, 1978) 344-358. On Voltaire:
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Alfred Jules Ayer, Voltaire (London, 1986) (read whole book)
11. Antisemitism in Russia and Eastern Europe
Jew in the Modern World: Beilis Trial, 412-13.
Antisemitism in the Modern World 113-44.
Bernard Malamud The Fixer (New York, 1966)
Mendel Beilis Scapegoat on Trial: The Story of Mendel Beilis (New York, 1992)
Robert Wistrich Anti-semitism: The Longest Hatred (London, 1982)Chs 12-14 12. Oral Reports (4 students) 1. What makes anti-Semitism in Russia different? 2. Was the Hilsner trial an act of blatant anti-Semitism? 3. To what extent would you argue that Malamud depicts Bok as a timeless Jewish suspect standing wrongly accused before a gentile prosecutor? 4. Why is Mendel Beilis’s work Scapegoat on Trial historically so problematic? On Hilsner: Michal Frankl “The background of the Hilsner case; political antisemitism and allegations of ritual murder, 1896-1900” Judaica Bohemiae 36 (2000) 34-118 Hillel Joseph Kieval “Death and the nation; ritual murder as political discourse in the Czech Lands” Jewish History 10,1 (1996) 75-91 On Beilis: Aleksandr Semonvich Tager The Decay of Czarism: The Beiliss Trial: A Contribution to the history of the political reaction during the last years of Russian Czarism (Philadelphia, 1935) read whole book.
13. Antisemitism in France Levy, Antisemitism in the Modern World: An Anthology of Texts pp. 104-12, 224-34 Jacob Katz, From Prejudice to Destruction. pp107-118, 292-300 Stephen Wilson, Ideology and Experience: Antisemitism in France at the Time of the Dreyfus Affair. Rutherford: NJ: Fairleigh Dickenson University Press, 1982, pp, 655-93. Michael R. Marrus “Popular Anti-Semitism,” in Norman Kleeblatt (ed.) The Dreyfus Affair: Art, Truth, and Justice (Berkeley, 1987) 50-61. Pierre Birnbaum, The Anti-Semitic Moment: A Tour of France in 1898. Hill and Wang, 2003.
14. Oral Reports: The Dreyfus affair (4 students)
1. Why was it a turning point?
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2. Why was the trial so problematic? 3. How did it change the way the Jew was perceived? 4. To what extent was Dreyfus a scapegoat?
15. Hitler and Nazism Jew in the Modern World Hitler, Nazi Laws, 636-39, 645-49 Levy, Antisemitism in the Modern World: An Anthology of Texts , pp. 97-103, Mein Kampf . The whole work is available to read on the internet http://www.hitler.org/writings/Mein_Kampf/ Jacob Katz, From Prejudice to Destruction. pp245-291. Jacob Katz, “Was the Holocaust Predictable?” Commentary 59 (May 1975), 41- 48
16. Screening of film Fritz Hippler The Eternal Jew (1940) followed by discussion. To read about this film go to:
Fritz Hippler, The Eternal Jew (1940): http://www.holocaust-history.org/der-ewige-jude/stills.shtml Discussion to follow
17. The Protocols and World Jewish Conspiracy, Henry Ford Levy, Antisemitism in the Modern World: An Anthology of Texts , pp. 147-65 Leonard Dinnerstein, “Antisemitism in Crisis Times in the United States : The 1920s and 1930s,” in Sander L. Gilman and Steven Katz, editors, Anti-Semitism In Times of Crisis . New York : New York University Press, 1991. Leo Ribuffo, "Henry Ford and the International Jew," American Jewish History 69 (1980): 437- 77. Norman Cohn, Warrant for Genocide: The Myth of the Jewish World-Conspiracy and the Protocols of the Elders of Zion. Chico, CA: Scholars Press, 1981. (NB: Paper Topic with Preliminary Bibliography and Tentative Outline to be handed in at class).
18. Oral Reports (3 students)
Henry Ford: The International Jew (Boring, Oregon, , 1995 1. A study of Henry Ford – what he did and how he interpreted the Protocols using specificially the text The International Jew. Give students my copy of the International Jew.
2. Discuss Ford’s relationship with Nazism.
3. Studying the Protocols on the Internet.
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Neil Baldwin, Henry Ford and the Jews: The Mass Production of Hate. New York: Public Affairs, 2001 (read whole book)
19. Antisemitism in America Leonard Dinnerstein, Anti-Semitism in America. New York: Oxford University Press, 1994, pp. 58-77, 128-49. Max Wallace, The American Axis,: Henry Ford, Charles Lindbergh and the Rise of the Third Reich. New York: St. Martin’s Press, 2003, pp. 37-70, 217-38. 20. Antisemitism in the Arab World http://www.memri.org/antisemitism.html (Read through at least two of the documents) Bernard Lewis, Semites and Antisemites New York: W. W. Norton, 1986 pp. 11-24, 81-116, 164- 191. Jonathan Frankel ‘"Ritual murder" in the modern era; the Damascus affair of 1840’ Jewish Social Studies 3,2 (1997) 1-16 1997
21. Oral Reports: a) An assessment of the MEMRI material in light of Lewis and the previous course readings. Print out and present material.Work together on this as a team and present materials to us. (2 students ) b) The Damascus Affair: To what extent would you argue that the Damascus Affair was a modern tale of ritual murder? Discussion of contemporary issues, based on internet sites -- any student who has not already done a report will report on one of the following: (4 or 5) Neo-Nazi – http://www.natvan.com (National Alliance) Institute for Historical Review: Holocaust Denial http://www.ihr.org/index.html 3. Nation of Islam - http://www.blacksandjews.com 4. Christian Identity – http://www.christianseparatist.org/ 4. White Power - http://www.wpww.com/ http://www.wckkkk.com (Ku Klux Klan) – note Links 5. www.stormfront.org 6. Anti Defamation League fighting anti-Semitism www.adl.org 22. Conclusions and Revision for the Exam
RULES AND REGULATIONS FOR MY COURSES
1. I expect you to attend all lectures. I do not take a class register but I have a good visual memory and know if you come/don’t come to class.
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2. Make every effort to come on time. In fact, come early and then you’ll be sure you’re on time. It’s very distracting to have students wandering into class late.
3. I like to meet everyone in my courses. If I haven't already met you, please introduce yourself.
Requirements for the Course: Regular Attendance and Participation in Meetings Oral Report in class on topic chosen on first meeting in conjunction with me. To be delivered in class, (approximately 15-20 minutes depending on number of delegates). Students will not be allowed to speak longer than the amount of time designated to them, so should ensure that their report fits well into the time limit. (20% of final grade)
One long paper (10–12 pages) analyzing a primary text or an issue of dispute among historians, the topic to be chosen by the student from a list to be distributed or in consultation with the instructor. (30% of final grade)
A final exam, which must be taken by all students (50% of final grade). This exam will consist of both textual and essay questions.
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THE JEWS AND THE PASSION, FROM THE GOSPELS TO GIBSON PROF. J. COHEN SPRING SEMESTER 2014
Cymbalista Center; 03-6408020; [email protected] Office hours: Tuesday 10:30, and by appointment
In this course we shall not try to determine who really killed Jesus. Yet we will investigate the myth of the Jewish Christ Killer in all of its dimensions. We shall find precedents for Christianity’s Passion story in the biblical writings of ancient Israel. We shall understand how – and why – the indictment of the Jews for engineering the death of Jesus took hold in Christianity of the first century. And we shall follow the development of the Christ-Killer myth from the first century to the twenty-first, considering its response to historical change and its impact on people, events, societies, and cultures. Our discussions will focus on a wide variety of source materials: biblical texts, works of religious philosophy and mystical devotion, historical chronicles, art, drama, film, political propaganda, and more.
1. Introduction: Stories Have Consequences
2. Precedents in the Hebrew Bible; On Reading the New Testament Genesis 22; Exodus 12; Isaiah 52:13 – 53:12; Psalm 22 Gospel according to Matthew “FRONTLINE” selections http://www.pbs.org/wgbh/pages/frontline/shows/religion/
3. From the Crucifixion to the Gospels “FRONTLINE” selections Mark 14:26-15:47, Matthew 26:30-27:66, Luke 22:39-23:56, John 18:1-20:10
4. The Passion Narratives of Mark, Matthew, Luke, and John R.E. Brown, The Death of the Messiah, Introduction, sect. 1 J.D. Crossan, Who Killed Jesus, Prologue
5. Pesach vs. Pascha: Melito of Sardis and his Easter Haggadah Melito, On Pascha
6. Understanding the Christ-Killer; Participating in the Miracle of the Cross
S. Eidelberg, The Jews and the Crusaders, pp. 21-27 Bonaventure, The Tree of Life, pp. 144-49 Jacobus de Voragine, The Golden Legend, pp. 203-7
Augustine, Homilies on the Gospel of John, ch. 17 J. Tolan, Petrus Alfonsi and His Medieval Readers, pp. 19-21, 82-83 Peter Abelard, Ethics, pp. 55-61 Thomas Aquinas, Summa theologiae, 3.47.5 31
7. Fables and Fantasies: Anti-Jewish Libels of the Middle Ages and Beyond William of Norwich; Blois; Simon of Trent; Anderl of Rinn (selections)
8. In the Wake of the Holocaust: Vatican II Jewish Responses to the Christ-Killer Myth Nostra Aetate; World Council of Churches declarations; Vatican documents
9. Christian Art and Drama Bach, St. Matthew Passion Oberammergau Passion Play
10. The Passion on Screen Jesus of Montreal Gospel of John The Last Temptation of Christ
Course Requirements:
a. Preparation of the assigned readings b. Enthusiastic participation in class discussions c. A final exam
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JEWISH IDENTITY IN ISRAEL AN IN THE DIASPORA PROF. YEHUDA BAR SHALOM SPRING SEMESTER 2014
In the course we will discuss and explore Jewish identity from an interdisciplinary perspective. We will try to cover all major trends, developments and different ways that groups and individuals define themselves and their Jewish identity in an ever changing and dynamic world.
Key Subjects:
Identity research and definitions
The actual “doing” of Jewish identity research
Identity in modern and post modern worlds of thought
Identity and ethnicity
Israel versus Diaspora
Changing family structures in the Jewish World
Demographic trends and impact on identity
Each student has to hand in a midterm research paper (30%) and participate in the final exam (70%).
Subject Reading Presented and Class # Week 1: Identity Cohen, E. (2012) Jewish Identity Research: A state of the art. International Journal and Jewish of Jewish Identity Research. 1, 7-48. Identity research an introduction
Week 2: Jewish Cohen, S. Eisen, A.M. (2001) The Sovereign Self: Jewish Identity in Post Modern Identity from a America. http://www.jcpa.org/jl/vp453.htm Post Modern
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perspective Week 3: Religious Dashefsky, A., B. Lazerwitz, and E. Tabory. (2003). A Journey of the ‘Straight Way’ versus Ethno- or the ‘Roundabout Path:’ Jewish Identity in the United States and Israel. Pp. 240- national, a 260 in M. Dillon (ed.), Handbook of the Sociology of comparison Religion. Cambridge, UK and New York: Cambridge University Press. between Israel and the United States
Week 4: Dahan, Y, Levi, G. (2000) Multicultural Education in the Zionist State – The Mizrahi Identities of Challenge. Studies in Philosophy and Education 19, 423–444 resistance in Israel: Mizrachi or Arab Jew? Week 5: What do Mayer, E, Kosmin, B , Keisar, A. (2002) American Jewish Identity Survey. the numbers tell http://www.gc.cuny.edu/faculty/research_studies/ajis.pdf us? Analysis of Jewish Identity surveys
Week 6: The post Bar Shalom, Y, Glaser, Y, (2007) Jewish Pastoral Counseling: a window of modern mystical opportunity for Israeli Academia. Journal for the study of Religions and Ideologies. self: emerging 16. 20-36 www.jsri.ro/new/?download=jsri_16.pdf trends in Israel and the diaspora Odneheimer, M. (2005) Wise guy, wise man. Haaretz article, Oct 2, 2005 . http://www.pardeslevavot.org/articles/haaretz-2005-10-02.html Week 7: Feminist Greenberg, P.A. (1997) The Outsider Within: Sense of Self in Jewish Feminist challenges and Women. Doctoral Dissertation. Virginia Tech University. Retrieved January 2nd, the Jewish self 2011 from: http://scholar.lib.vt.edu/theses/available/etd-63197- 165632/unrestricted/dischp.pdf 60-102
Family Identity Davey, L, Stone Fish, L, Robila, M. (2001) Ethnic Identities in Jewish Families. Contemporary Family Therapy. 23,( 3) 323-342
Week 8: Shamai, S, Ilatov, Z. (2005) Acculturation models of immigrant Soviet adolescents in Negotiating the Israel. Adolescence, 40(159):629-44. Also found at: way in: http://findarticles.com/p/articles/mi_m2248/is_159_40/ai_n15966355 Newcomers to Israel and Salamon, H. (2013) Blackness in Transition: Decoding Racial Constructs through Identity forming Stories of Ethiopian Jews Journal of Folklore Research. 40(1), 3-32 Week 9: RONIGER, L (2009) ANTISEMITISM, REAL OR IMAGINED? : CHÁVEZ, IRAN, ISRAEL, AND Jewish Identity in THE JEWS. REPORT SUBMITTED TO VIDAL SASSOON INTERNATIONAL CENTER FOR THE Latin America STUDY OF ANTISEMITISM, THE HEBREW UNIVERSITY
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Week 10: KOVACS, A, ET AL (2011) IDENTITY À LA CARTE: RESEARCH ON JEWISH IDENTITIES, Jewish Identity in PARTICIPATION AND AFFILIATION IN FIVE EASTERN EUROPEAN COUNTRIES. RESEARCH Europe REPORT SUBMITTED TO THE JDC. AVAILABLE AT: HTTP://WWW.BJPA.ORG/PUBLICATIONS/DETAILS.CFM?PUBLICATIONID=11736
Week 11: COHEN, E, BAR SHALOM,Y, (2006) JEWISH YOUTH IN TEXAS: TOWARD A Multi MULTI METHODOLOGICAL APPROACH TO MINORITY IDENTITY RELIGIOUS EDUCATION. Methodological 101)1(,40-59 approaches Class summary
Additional suggested readings:
Bokser L, et al (2008) Identities in an Era of Globalization and Multiculturalism: Latin America in the Jewish World. Boston: Brill.
Dodin, S. (2007) An interview with Sami Shalom Chetrit. In Culture Identity and Borders. http://www.levantinecenter.org/pages/chetrit_dodin_interview.html
Levin-Rozalis, M., (2000). Social Representations as Emerging from Social Structure: The Case of the Ethiopian Immigrants to Israel. Papers on Social
Representations. (9), 1-22. Available: http://www.psych.lse.ac.uk/psr/PSR2000/9_1Levin.pdf
Schwartz, S. (2005) A new identity for identity research: Recommendations for expanding and refocusing identity literature, Journal of Adolescent Research 20 (3) http://www.sethschwartz.info/pdfs/JAR_Editorial_Essay.pdf
Siegel, R, Cole, E (1997) Celebrating the Lives of Jewish Women: Patterns in a Feminist Sampler. Haworth Press
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JEWISH EDUCATION THE REALITY AND THE VISION MR. SHAUL WACHSSTOCK SPRING SEMESTER 2014
Preregistration in the Lainer Interns Program required
Introduction This course is an introduction to Jewish education in North America. It will explore the context in which contemporary Jewish educational ideas, programs and institutions emerge and function. We will also explore how they currently view Jewish living and learning. We will specifically examine how different visions of Jewish education translate into practice, as American Jews grapple with maintaining and enhancing Jewish identity in a world of competing demands on their attention. Our conversations will be enhanced by the bibliography as we explore the issues that Jewish educators must address if they are to impact upon peoples’ lives. Instructional Objectives By the end of this semester, participants in the course should be able to: Articulate the central concerns which are confronted by Jewish educational practitioners and institutions in North America today. Understand the educational theories which underpin (or otherwise) North American Jewish education Reflect upon educational situations and questions through the prism of educational theory and research.
Course Requirements 25% Attendance at class and supplementary programs 25% Contribution to course discussions (based on the assigned readings) 20% Review of 2 articles or websites (I will explain more in class) 30% Final course paper
Contribution to course 50% of your final grade will be determined by your attendance and participation. I will not be giving any 90 minute lectures, but rather I will adopt a guided facilitation style with short teaching sections interspersed throughout. These will be highly interactive (and I hope engaging) classes which will be based upon discussions and activities that model effective educational strategies.
Final Paper Toward the end of the semester I will give a take-home final paper in which students will have a choice of questions which will address issues of vision and realities. Your task will be to answer these questions in the light of the course readings and discussions. More information will be given nearer the time.
Class Dates and Topics Part One – The Context 1. Tuesday, March 6 2012: What is (Jewish) education and what are the goals? Neil Postman and Charles Weingartner, Teaching as a Subversive Activity (London, Penguin Books, 1971), Chapters 1-2 Neil Postman, The End of Education (New York, Vintage Books, 1995), Chapters 1-2 36
Isa Aron, To create a liberal philosophy of Jewish education, Religious Education Vol 81 Fall 1986 (545-567) Zygmunt Bauman, Educational Challenges of the Liquid-Modern Era, Diogenes 2003 (15-26)
2. Tuesday, March 13, 2012: The context for what we do: A brief look into the sociology of the American Jewish community Steven M. Cohen and Arnold Eisen, The Jew Within (Bloomington, Indiana University Press, 2000), Chapter 2 Jonathan D. Sarna, American Judaism: A History (New Haven: Yale University Press, 2004), 356-374, 419-421 (“Conclusion: American Judaism at a Crossroads” and accompanying notes)
3. Tuesday, March 20, 2012: Vision and practice in Jewish education: Developing a shared language of understanding Daniel Pekarsky, Vision and Education
4. Tuesday, March 27, 2012 Jewish texts in search of readers Moshe Greenberg, “On Teaching of the Bible in Religious Schools,” Jewish Education, 29/3 (1959), 45-53 Michael Rosenak, Roads to the Palace Part one, Education, Language and Literature, , Berghahan Books, 1995, (3-30) Jonathan A Cohen, Hermeneutic Options for the teaching of Canonical texts: Freud, Fromm, Strauss, and Buber read the Bible, Courtyard 1999 (35-65)
Part 2 – The Israel Question 5. Tuesday, April 17, 2012: Teaching Israel in America David Resnick, Teaching Israel: What Do We Believe?”, January 2003 Steven M Cohen and Jack Wertheimer, Whatever Happened to the Jewish People, Commentary Magazine June 2006 33-37 Sasson, Kadushin and Saxe, American Jewish Attachment to Israel, Steinhardt Research Center at Brandeis, 2008 Steven M Cohen and Ari Y Kelman Beyond Distance, Jewish Identity Project of REBOOT 2008
6. Tuesday, April 24, 2012 Teaching Israel in Israel Samuel C. Heilman, “From T-Shirts to Peak Experiences: Teens, The Israel Trip and Jewish Identity” in Y. Rich and M. Rosenak, Abiding Challenges: Research Perspectives on Jewish Education (London and Tel Aviv: Freund Publishing), 231-250 Gil Troy, "Birthright Israel-- Why I Was Wrong, http://www.giltroy.com/zionismandisrael/BirthrightIsraelwhyIwaswrong.htm
Part 3 – Realities and Visions in Practice 7. Tuesday, May 1, 2012: The Jewish Day School Marvin Schick, “A Census of Jewish Day Schools in the United States 2008-2009”, (New York: Avi Chai Foundation, 2005), http://www.avi-chai.org/census.pdf Jack Wertheimer, “Who’s Afraid of the Jewish Day Schools?”, Commentary (December 1999), 108, 49-54 Carol Ingall, Down the Up Staircase: Tales of Teaching in Jewish Schools (New York, JTS Press, 2006), Conclusion, 105-121
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Before the Gates of the School: An experiment in developing Educational Vision from Practice. Daniel Marom in Visions of Jewish Education, Cambridge (2003), 296-331 8. Tuesday, May 8 2012: Afternoon/Religious schools Jack Wertheimer Schools That Work: What we can learn from good Jewish supplementary schools 2009, Avi Chai Foundation http://avichai.org/wp-content/uploads/2010/06/Schools-That-Work-What-We-Can- Learn.pdf Philip Roth The Conversion of the Jews Goodbye, Columbus 1959 David Resnick, “What if Formal Education is Really Informal?” Agenda: Jewish Education, Issue 3 (Fall 1993), 9- 14 9. Tuesday, May 15, 2012: Informal Jewish Education: Jewish Camping and Experiential Education Amy Sales and Leonard Saxe, How Goodly are thy Tents: Summer Camps as Jewish Socializing Experiences (Hanover, MA: Brandeis University Press, 2004), 77-95 Barry Chazan, “A Philosophy of Informal Jewish Eduction”, http://infed.org/informaljewisheducation/informal_jewish_education.htm Joseph Reimer, “Beyond More Jews Doing Jewish: Clarifying the Goals of Informal Jewish Education”, Journal of Jewish Education, 75 (2007), 5-23 10. Tuesday, May 22, 2012: Adult education Diane Tickton Schuster, Jewish Lives, Jewish Learning: Adult Jewish Learning in Theory and Practice, (New York: UAHC Press, 2003), 80-101 (Chapter 4: “More than Just ‘Standing’ at Sinai: Jewish Adults as Learners and Teachers) Moshe Halbertal and Tova Halbertal, The Yeshiva
Conclusion 11. Tuesday, May 29, 2012: What are the unasked or unanswered questions? Web Sites www.jesna.org http://digitaljlearning.org/what_is_online_learning.php Other mandatory events together with Hebrew University students Opening event: Thursday March 15 (evening) in Jerusalem Shabbaton: Thursday night to Saturday night April 19-21 Closing event: Sunday May 20 (evening) in Jerusalem
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CONTEMPORARY JEWISH ISSUES DR. MOSHE GRESSER SPRING SEMESTER 2014
Course Description: This course will explore a series of issues that engage and concern contemporary Jews. These issues will be set in the context of relevant Jewish traditions and selected texts, which will provide necessary Jewish substance and background. The tension between tradition and modernity, as well as that between Israel and the Diaspora, especially America, will serve as the backdrop for many of these issues, so vital to the Jewish future. Class discussion will attempt to develop the skill of articulating the intelligence of opposing views while struggling to discern the truth, the classic Jewish procedure in an "argument for the sake of Heaven."
Required Reading: Articles and texts in the Reader for Contemporary Jewish Issues, available online on the course Moodle site and at the Galsi Copy Shop near the corner of Einstein and Bart St. Occasional handouts. Grading System: 1) Two individual take-home Reading Quizzes (15% each). Email submission not accepted. 2) Midterm Exam (35%); 3) Final Exam (35%): Exams will be based on readings and class discussion. Students are responsible for assigned readings whether they are reviewed in class or not. Students are responsible for assigned readings whether they are reviewed in class or not. Assignments must be submitted in printed form. Email submissions not accepted.
N.B. - Attendance is required. Unexcused absences will lower your grade.
Weekly Schedule and Reading Assignments: First Week: Class 1 – Tues. Feb. 18 - Introductions and overview: Issues bind, issues divide. What is a Jewish Issue? What are the most important issues that engage Jews today, and Why? Judaism as a generative culture of debate. Jewish literacy as an issue of Jewish survival. Is Judaism a religion, a nation, a family or a civilization (or all four)? For next class, read Handout from Encyclopedia Judaica: "Who is a Jew?" Class 2 – Thurs. Feb. 20 - The "Who is a Jew?" Debate in Israel and in Judaism: A defining issue. What is at stake? Who cares? Brother Daniel, the Shalit case and the State of Israel: What is a Jewish State? How do religion and ethnicity intertwine in Jewish identity? Second Week: Class 3 – Tues. Feb. 25 - Context and Historical Background: Jewish Modernity and the Emancipation. Matrilineal vs. Patrilineal descent: What's the issue? What are the values reflected in each position? Reform versus Orthodox positions. Is it all a matter of taste? Class 4 – Thurs. Feb. 27 - Zionism and Israel-Diaspora relations: What does Israel mean to you? How do Israelis and Diaspora Jews view each other? Is "exile" a part of modern Jewish identity? Third Week:
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Class 5 – Tues. Mar. 4 - The Chosen versus the Choosing People: the role of autonomy. What is the Jewish Role in the World? Is "The Chosen People" necessarily chauvinistic? Does a Jew have an obligation to anything other than individual self-interest? Class 6 – Thurs. Mar. 6 - Conversion: Why are circumcision (Brit Milah) and ritual immersion in a mikveh necessary to conversion? (Are they?) If circumcision is the sign of the Covenant, how are women included? Fourth Week: Class 7 – Tues. Mar. 11 - What is a "good Jew"? Can one doubt God's existence and still be a good Jew? Does a good Jew need to keep the commandments? Should a "good Jew" make aliyah? Can a Jew live a fully authentic Jewish life outside of Israel? Why don’t Zionists think so? Class 8 – Thurs. Mar. 13 - Antisemitism, Anti-Judaism, Anti-Zionism: Why hate Jews? Five stages in the development of Jew-Hatred. ** First Reading Quiz Due ** Fifth Week Class 9 – Tues. Mar. 18 - Christianity, Jew-Hatred and Antisemitism. Class 10 – Thurs. Mar. 20 - Anti-Zionism and anti-Semitism. Israel and the Media. The case of Jonathan Pollard. Jewish views of non-Jews. What role does the Holocaust play in contemporary Jewish identity? What role should it play?
** MIDTERM EXAM (35%) **
Sixth Week Class 11 – Tues. Mar. 25 - Jewish women and Jewish men, Feminism and Halakha (Jewish law); Men's and Women's roles. How does Judaism challenge feminism? Class 12 – Thurs. Mar. 27 - Feminism and Judaism: Women's Torah, women's rituals, women's leadership. What do women want? What does God want? Can we be friends? Seventh Week: Class 13 – Tues. Apr. 1 - Issues in Jewish Dating: Modesty (tsniut) and Jewish dress. What do our clothes say about how we see ourselves and how we see others? What do we want them to say? Class 14 – Thurs. Apr. 3 - Issues in Jewish Dating: Touching (negi’ah) and not touching, non-marital sex. Is this a relevant issue today? Does virginity have any value to Jews today?
Passover Vacation – April 8th – 23rd 2014
Eighth Week: Class 15 – Thurs. Apr. 24 – Intermarriage and Assimilation: Why marry a Jew? Isn't love all that matters? How much should Jews assimilate? Should Jews not date non-Jews? What is at stake? Why don’t many Rabbis agree to officiate at mixed marriage ceremonies? Class 16 – Tues. Apr. 29 - What is Jewish marriage? The Jewish Wedding ceremony ("Kiddushin") as an expression of values. Does the tradition have a right to define my marriage? ** Second Reading Quiz Due
Ninth Week: Class 17 – Thurs. May 1 - Jewish Marital Sexuality and Family Purity Laws. What is the goal of sex in Judaism? Should a Jewish marriage include the Jewish way in love and sex?
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Class 18 – Thurs. May 8 - Judaism and Sexuality; Premarital sex. Hooking up with friends: Why not? Tenth Week: Class 20 – Tues. May 13 - Homosexuality, Gay marriage. A modern argument for the sake of heaven, or simple prejudice and fear? What do we do if we believe the halakha is wrong? Class 21 – Thurs. May 15 – Summing Up and Looking Back. What's this all about? Does it matter?
**Final Exam Week ** May 18 – May 22, 2014
Suggested Supplementary Reading: S.N. Eisenstadt, Jewish Civilization. The Jewish Historical Experience in a Comparative Perspective, 1992. Jacob Neusner, Judaism in Modern Times. An Introduction and Reader, 1995. Jack Wertheimer, A People Divided: Judaism in Contemporary America Shaye Cohen, Why Aren't Jewish Women Circumcised? Gender and Covenant in Judaism, 2005. Mendes-Flohr & Reinharz, The Jew in the Modern World. A Documentary History Prager and Telushkin, Nine Questions People Ask about Judaism Eliezer Berkovits, Crisis and Faith. New York: Sanhedrin Press, 1976. Marc Kelner, Contemporary Jewish Ethics Maurice Lamm, The Jewish Way in Love and Marriage David Feldman, Marital Relations, Birth Control and Abortion in Jewish Law Shmuley Boteach, Kosher Sex. A Recipe for Passion and Intimacy, 1999. Gila Manolson, The Magic Touch. A Jewish Approach to Relationships, 1992. Gila Manolson, Outside Inside. A Fresh Look at Tzniut, 1997. Kathleen Bogle, Hooking Up: Sex, Dating, and Relationships on Campus, 2008. Robert Wistrich, Antisemitism: The Longest Hatred Rachel Biale, Women and Jewish Law Susannah Heschel, On Being A Jewish Feminist S. Grossman, R. Haut, Daughters of the King Tamar Ross, Expanding the Palace of Torah: Orthodoxy and Feminism 2004. Irving Greenberg, The Jewish Way. Living the Holidays Mordicai Waxman, ed., Tradition and Change. The Development of Conservative Judaism. Bruce A. Philips, Re-Examining Intermarriage: Trends, Textures, Strategies, 1995. Egon Mayer, Love and Tradition. Marriage between Jews and Christians, 1985. Sacks, Jonathan. Crisis and Covenant (1992) David Hartman, A Heart of Many Rooms: Celebrating the Many Voices within Judaism (1999) David Hartman, Israelis and the Jewish Tradition Yeshayahu Leibowitz, Judaism, Human Values and the Jewish State (1992)
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“AFTER AUSCHWITZ”: REPRESENTING THE HOLOCAUST IN CONTEMPORARY CULTURE DR. RACHEL E. PERRY SPRING SEMESTER 2014
Office Hours: By appointment. I can be reached at 054-772-1169. Email: [email protected]
Course Description:
The title of this course alludes to Theodor Adorno’s famous and controversial statement that “to write poetry after Auschwitz is barbaric.” Despite Adorno’s injunction, artists and writers have struggled over the past 60 years to represent the unrepresentable, grappling with the issue of not only how but even whether to represent aspects of the “Final Solution.” As Elie Weisel has put it: “How is one to speak of it? How is one not to speak of it?”
More than half a century later, the Holocaust remains one of the most traumatic events of modern Western experience. This course offers a critical analysis of different attempts to represent the Holocaust in literature, film, art, monuments and museums. We will analyze some of the many strategies used to represent the Shoah—what artists include and ignore, their methods of presentation, what each defines as acceptable--and examine how these have varied across generational lines, between the survivors and the second, Post- Holocaust generation for whom the Shoah constitutes a “vicarious past.”
In addition to developing visual skills, throughout the semester we will encounter and debate ethical, pedagogical, theological and philosophical dilemmas such as: What is the role of memory (as opposed to institutionalized history) in our relationship to and representations of the Shoah? What is the relationship between the historical event and representations of it, between what happened and how it is passed down to us? How has memory and awareness of the Shoah been produced and transmitted through representational practices and cultural forms? Can the horror of the Holocaust be represented, or should it, given the uniqueness and immensity of its horrors? What is—or should be—the primary role of art about the Shoah: didactic, redemptive, cathartic? Are some media or genres more, or less, suitable to the task? What strategies have been and are being used to represent the Shoah in the visual arts? What place does comedy or parody have? Can a representation of the Shoah be beautiful, sublime or enjoyable? Does aesthetic pleasure trivialize or exploit the pain of others? When does representation fall prey to sentimentality or melodrama, and at what costs?
Course Requirements: This course requires active participation in class and on museum visits. As such, it is imperative that you come to class prepared to discuss and respond to course readings.
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Film Screenings and Museum Visits: These are scheduled throughout the semester. If you cannot make a screening, you must inform me in advance and make alternate arrangements to view the film. Most film programs run about two hours.
Required Readings: There is no course packet to purchase. Reading assignments are posted online on the Moodle TAU website under Course Library. Documents may be downloaded or printed directly from the screen for your use, including PDF files of assigned articles. All course announcements, information, documents, etc. are or will be posted here. Your readings are organized by medium (lit., film, etc.) In addition, there is a folder labeled Images which will contain slides shown in class, listed by the week and topic. Please review these periodically: it will make studying for your exams easier. Also, note the heading, External Links: Web sites that provides access to other Holocaust resources, introductory materials, documents, photos, maps, general information. Please make use of these resources. It is strongly suggested that you print copies of the texts and bring them to class with you as we will devote a portion of each class to close textual analysis.
Course Readings:
Setting the Stage: The Ethics of Representation Screening: Schindler's List Reading: Miriam Batu Hansen, "Schindler's List is not Shoah: The Second Commandment, Popular Modernism and Public Memory" (Reader)
Lanzmann vs. Spielberg Screening: Shoah Reading: Claude Lanzmann, "Why Spielberg has distorted the truth" (Reader); Eric Santner, Stranded Objects: Mourning, Memory, and Film in Postwar Germany (Reader)
Institutional Memory Museum Visit: Yad Vashem Reading: James Young, "The U.S. Holocaust Memorial Museum: Memory and the Politics of Identity" (Reader)
The Avant-Garde before the Shoah: Stella, Kiefer, Richter, Immendorf, Baselitz Reading: Lisa Salzman, Anselm Kiefer and Art After Auschwitz and ”Avant-Garde and Kitsch' Revisited: On the Ethics of Representation" (Reader); Ernst van Alphen, Caught by History: Holocaust Effects in Contemporary Art (Reader)
Photography's Dilemma Reading: Andrea Liss, Trespassing Through Shadows: Memory, Photography and the Holocaust
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(Reader); Susan Sontag, On Photography (Reader); James Young, "Sites Unseen: Shimon Attie," in At Memory's Edge
The Museum: Architecture and Function Museum Visit: Yad Vashem New Holocaust Art Museum Reading: Norman Kleeblatt, "The Nazi Occupation of the White Cube," Sidra Ezrahi, "Acts of Impersonation: Barbaric Spaces as Theater," and Reesa Greenberg, "Playing It Safe?: The Display of Transgressive Art in the Museum" in Mirroring Evil: Nazi Imagery/Recent Art (Reader)
Maus Screening: The Complete Maus: A Survivor's Tale Reading: Alice Yaeger Kaplan, "Theweleit and Spiegelman: Of Men and Mice" (Reader); James Young, "Maus" in At Memory's Edge Nancy Miller, "Cartoons of the Self: Portrait of the Artist as a Young Murderer: Art Spiegelman's Maus" (R)
Monuments and Counter-Monuments Museum Visit: Yad Vashem Sculptural Memorials Reading: James Young, "Jochen Gerz" in At Memory's Edge; Simon Schama, Landscape and Memory (Reader); The Art of Memory: Holocaust Memorials in History, selections on Haacke, Segal (R)
Contemporary Art: Toying with Terror. Zbigniew Libera, David Levinthal, Boaz Arad, Tom Sachs, Ram Katzir, Roee Rosen Reading: Selections from James Young, At Memory's Edge
Contemporary Art continued … Reading: Stephen Feinstein, Witness and Legacy: Contemporary Art About the Holocaust (Reader); Monica Bohm-Duchen, After Auschwitz: Responses to the Holocaust in Contemporary Art (R) Matthew Baigell, Jewish American Artists and the Holocaust (R) Ziva Amishai-Maisels, Depiction and Interpretation: The Influence of the Holocaust on the Visual Arts (R)
Grade Distribution: for the course will be based on your performance on two midterm exams, each worth 30% and a final exam or paper worth 30%. The remaining 10% of your final grade is for class participation and response papers. Midterm Exams (x 2) 30% x 2 Final Exam or Final Paper 30% Class Participation/Response Papers 10%
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Exams will cover theoretical and historical material presented in the first half of the course in lectures, readings and museum visits and consists of: 1) Identifications of works and/or quotes by artist, date, style and significance. 2) Comparisons between two or more slides. 3) Definitions of terms or concepts. 4) Essay question.
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THINKING ZIONISM – INTELLECTUAL HISTORY OF A NATIONAL MOVEMENT DR. YONIT EFRON SPRING SEMESTER 2014
The course charts major stages in the evolution of the Zionist idea, from its inception in Eastern Europe during the later decades of the 19th century and up to its expression in today’s Israel.
We begin with a theoretical and historical survey of issues relating to modern nationalism and the contribution of intellectuals to the development of the national consciousness, in the process becoming acquainted with relevant concepts that will accompany us throughout the course.
We continue with a discussion of the political, social and cultural circumstances that shaped the lives of the Jews in Eastern and Central Europe towards the end of the 19th century. We will explore literary texts and journalistic articles, laws and official proclamations as well as photographs and films, all of which serve the historian in his/her effort to understand and describe the features of a particular period.
We will begin our specific discussion of the evolution of the Zionist idea with the first generation of authors of the Hebrew Haskalah (Enlightenment). These authors were characterized by a fierce wrenching away from the familiar Jewish-religious domain and by a willingness to formulate a modern Jewish particularity, in view of the ills of organized religion on the one hand and mass secularization on the other, and in view of the growing political and social hostility toward Jews.
From there we will proceed to the authors of the national revival generation and their writings, and the institutional formation of the Zionist idea in Eastern and Central Europe. The next phase in the idea’s development took place in Palestine, with the arrival of the New Jews in waves of the organized Zionist immigration. Against a backdrop of struggles within organized Zionist society and between it and the Old Yishuv, tensions with the British Mandatory government and the intensifying Zionist-Palestinian conflict, these organized Zionists aspired to create a modern and unique Jewish- national-socialist culture in their new home; this revolutionary cultural creation represented the realization of the Zionist idea also after the state of Israel was established in 1948, the very culmination of “the idea.”
Toward the end of the course we will explore the expression in Israel of the Zionist idea and its critics from left and right, of assorted ethnic origins. We will wrap up our discussion of the various voices that fashioned the Zionist idea from its beginning with a historical and theoretical discussion of the creation of national ethoses and identities, and with questions regarding the future of both the Zionist idea its and practice.
The course includes a museum visit, details of which will be provided at a later date.
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Course Requirements and Grading
Attendance and active class participation (20%); a midterm exam consisting of a 500-word essay on a topic previously covered in class (30%); and a final exam consisting of two 500-word essay on topics reviewed in class (50%).
Guidelines for academic writing requirements and class etiquette will be covered at our first meeting.
A full list of course topics and sources will be posted ahead of the spring semester. The syllabus is subject to change during the semester.
Topics and Bibliography:
1. Thinking Nationalism -- History and Historiography Hutchinson, John, and Anthony D. Smith (eds.), Nationalism, Oxford University Press, Oxford 1994. 2. Thinking Jewish Nationalism: The history of Eastern European Jews in the late 19th century
The break from religion – A search for a new identity
The formation of a national sentiment
The conflict over "Zionism"
Bartal, Israel, The Jews of Eastern Europe, 1772-1918, translated by Chaya Naor, University of Pennsylvania Press, Philadelphia 2005. Stanislawski, Michael, For Whom Do I Toil? Judah Leib Gordon and the crisis of Russian Jewry, Oxford University Press, Oxford 1988. Zipperstein, Steven Jeffrey, Elusive Prophet: Ahad Ha’am and the Origins of Zionism, University of California Press, Berkeley 1993.
Primary Sources:
Mendes-Flohr Paul, and Jehuda Reinharz (eds.), The Jew in the Modern World: A Documentary History, Oxford University Press, New York 2011. “The May Laws” http://www.jewishencyclopedia.com/articles/10508-may-laws The First Zionist Congress http://www.herzl.org/english/Article.aspx?Item=544 Ahad Ha-Ha’am, Selected essays, translated from the Hebrew by Leon Simon, Jewish Publication Society of America, Philadelphia 1912. ---, Ten essays on Zionism and Judaism, translated by Leon Simon, Arno Press, New York 1973.
Berdichevsky, Micah Joseph, Miriam & other stories, editor Avner Holtzman, Tobby Press, New
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Milford, Ct 2004.
Brenner, Yosef Haim, Breakdown and bereavement, translated by Hillel Halkin, Tobby Press, New
Milford, CT 2004.
Herzl, Theodor, Altneuland: Old-New Land, translated by Paula Arnold, Haifa Publishing, Haifa 1960.
---, The Jewish state, translated by Harry Zohn, Herzl Press, New York 1970.
3. Building Zionism -- "Olim" and Kibbutzim Near, Henry, The Kibbutz Movement: a History, Oxford University Press, Oxford 1992. Shavit, Yaacov, Jabotinsky and the Revisionist movement, 1925-1948, F. Cass, London 1988. 4. Zionism in the state of Israel – Critical thinking Almog, Oz, The Sabra: The Creation of the New Jew, translated by Haim Watzman, University of
California Press, Berkely 2000.
Ravitsky, Aviezer, Messianism, Zionism, and Jewish Religious Radicalism, translated by Michael Swirsky and Jonathan Chipman, University of Chicago Press, Chicago 1996. Shapira, Anita, Shmuel Almog and Jehuda Reinharz (eds.), Zionism and religion, Brandeis University Press in association with the Zalman Shazar Center for Jewish History, Hanover 1998. Shapira, Anita and Derek J. Penslar (eds.), Israeli Historical Revisionism: From Left to Right, F. Cass, Portland, Or. 2003. Zipperstein ,Steven J. and Frerichs Ernest S. (eds.), Zionism, Liberalism, and the Future of the Jewish
State: Centennial Reflections on Zionist Scholarship and controversy, Dorot Foundation,
Providence R.I. 2000.
Primary Sources: http://knesset.gov.il/docs/eng/megilat_eng.htm The Seventh Day: Soldiers Talk About the Six-Day War, recorded and edited by a group of young kibbutz members, principal editor Avraham Shapira, translated by Henry Near, Deutsch, London 1970.
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ISRAELI POLITICS DR. EVGENI KLAUBER SPRING SEMESTER 2014 Department of Political Science Tel Aviv University OFFICE HOURS: By appointment OFFICE: Naftali, Room 531 E-MAIL: [email protected]
Course Description: This course will examine the central issues currently facing Israeli society and the ongoing debates in Israeli politics. The discussion of Israel's political system will be divided into several distinct, yet analytically related parts: historical roots, societal composition, the legal and judicial system, ideologies, parties, pressure groups, voting behavior and the composition of the Knesset, coalition politics, the government and public policy. Emphasis will be placed on the major political cleavages that tend to determine the nature of Israel's political system: Jews/Arabs, Palestinian/Israeli, religious/secular, Mizrachi/Ashkenazi, rich/poor, civil/military, veterans/new immigrants and, finally, male/female. A discussion on the future of Israel as a Jewish state will conclude the course. Course Objectives:
To develop a critical understanding of the leading analytical and theoretical frameworks in Israeli politics; To gain a better appreciation of the political challenges faced by Israeli citizens, politicians, and the government in the current globalized world; To become able to read, understand, and analyze articles of varying complexity on Israeli politics; become familiar with the resources on Israeli politics and society available through the World Wide Web.
Texts and Readings: The texts for this course will provide students with the necessary background information and facts for understanding of Israeli politics. The texts will be available on Virtual TAU website and/or will be distributed by e-mail. Additionally, and very importantly, there are a significant number of required readings drawn from current academic journals and periodicals on Israeli politics. These readings also will be available as downloadable documents (Microsoft Word or PDF formats) on the Virtual TAU website and/or distributed by e-mail. The syllabus will be available in both PDF and Word formats so that you can use hyperlinks to the required and recommended readings. It is a requirement of the course that students will be able to access these resources through their own computers or through many computers provided for students’ use on campus.
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Course Requirements:
This class strongly requires students’ attendance and participation. In order to participate actively in the class and to follow up with lectures, you will have to complete the assigned readings before each class. Also, attendance will be taken at the beginning of most classes. I expect you to come to class regularly, and to be on time, while your cellular phones are silenced. Attending at least 85% of lectures is a necessary condition to pass the course. 15% of the grade will be composed from your attendance and participation. Two equally weighted exams have been scheduled for this course. Each exam is worth 30%, constituting a total of 60% of your final grade. Exams may include multiple choice, short answer identification, and essays. The exams will be cumulative in a sense that students will be expected to draw on concepts and terms learned during each unit of the semester and apply them to the contemporary issues of the Israeli politics. More details regarding the format and materials of each exam will be announced on Virtual TAU prior to the exam. Another part of your grade (10%) will be a short paper (approximately 2-3 double-spaced pages). The purpose of the assignment is to focus on using the logics of the theories learned in class in order to diagnose a problem in Israeli political life, determine its causes, and suggest potential solutions. Finally, a long paper (15%), (approximately 4-6 double-spaced pages). You will be asked to write an analytical report on some important issue of the Israeli politics. The topic of the paper will cover issues, or key relationships between concepts of Israeli politics and society that interest you. This assignment will count as 15% of the course grade. Further instructions about the organization and format of the paper will be announced in a timely manner through the Virtual TAU website. All assignments must be printed out (not e-mailed) and submitted to me before the lectures or to my mailbox in Naftali building, fifth floor.
Grading Summary:
Attendance and participation: 15% Two exams, midterm and final take-home exam (30% each): 60% Short paper (2-3 pages): 10% Long paper: (4-5 pages): 15% Take-home tasks: (will be announced during the semester)
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Academic Honesty, Students with Special Needs, Appealing Grades and Make-ups:
Any kind of academic dishonesty will be penalized under TAU policy of academic integrity. Students who are diagnosed with special needs should see me personally to make their needs known at the beginning of the semester for appropriate accommodations. If you believe an error has been made in grading one of your assignments or tests, please inform me and arrange a time to discuss your concerns as soon as possible. No make-up exams will be given, except under certain circumstances, such as personal illness, death or critical illness of family members, participation in a university-sponsored event. Special occasions need proper documentation and prior notice to the instructor.
Classroom etiquette, cell phones and laptops
Please arrive on time. Please turn off any device that makes noise; Cell phones should be turned off during class; Laptops should be muted if they are to be used during class. Please do not read newspapers and don’t send text messages (your phone should be off). During the course we will be discussing highly controversial topics, such as Israeli-Arab conflict. Students may have strong feelings that will come in conflict with the feelings of others on these issues. Mutual respect and politeness is required in the classroom at all times.
Course Schedule and Reading Assignments:1
Introduction: Research Traditions in Political Science; The Role of Theory in Comparative Politics; Israel the Exceptional? Required reading: Lichbach, M. I., & Zuckerman, A. S. (1997). Comparative Politics: Rationality, Culture, and Structure. Cambridge, U.K: Cambridge University Press. Chapter 1, pp. 3-16. Garfinkle, A. M. (1997). Politics and Society in Modern Israel: Myths and Realities. Armonk, N.Y: M.E. Sharpe. Chapter 1, pp. 3-19.. Recommended reading: Garfinkle, A. M. (1997). Politics and Society in Modern Israel: Myths and Realities. Armonk, N.Y: M.E. Sharpe Fukuyama, F. (2005) How Academia Failed the Nation: The Decline of Regional Studies, in Journal of Management and Social Sciences, Volume 1, Number 1, (Spring 2005), pp. 21-23. Green, S. (2002). Rational Choice Theory: An Overview, in Baylor University Faculty Development Seminar on Rational Choice Theory, 2002. Kohli, A. (1995). The Role of Theory in Comparative Politics: A Symposium, in World Politics,
1 The course schedule and reading assignments are subject to change under certain circumstances. Any changes will be announced timely in class, and posted on TAU website. It is the student’s responsibility to check regularly Virtual TAU website to follow up with updates.
Volume 48, Number 1.
Power and Influence in Israeli Politics: Who Governs? Required reading: Barnett, M. N., & Duval, R. D. (2005). Power in International Politics, in International Organization, 59, 39-75. Sharkansky, I. A. F. (March 01, 2003). Toward a Typology of Non-decisions: Three Israeli Cases. Human Resources Abstracts, 38, 1, 5-136. Lorenzi, M. (2006). Power: A Radical View, by Stephen Lukes. ASA Shafir, G., & Peled, Y. (2002). Being Israeli: Dynamics of Multiple Citizenship. Cambridge University Press. Chapter 1, pp. 1-37. Recommended reading: Mandelkern, R., & Shalev, M. (2010). Power and the Ascendance of New Economic Policy Ideas: Lessons from the 1980s Crisis in Israel. World Politics, 62, 3, pp. 459-495. Lukes, S. (2005). Power: A Radical View (2nd ed.). Houndmills, Basingstoke, Hampshire; New York: Palgrave Macmillan
Legitimacy and Authority. Legitimacy in Israel and the Occupied Territories Required reading: Lachmann, L. M. (2007). The Legacy of Max Weber. London: Heinemann. Introduction, pp. 1-17. Sorek, T., & Ceobanu, A. M. (2009). Religiosity, National Identity and Legitimacy: Israel as an Extreme Case. Sociology, 43, 3, pp. 477-496. Gavison, R. (November 01, 1999). Jewish and Democratic? A Rejoinder to the "Ethnic Democracy" Debate. Israel Studies, 4, 1, pp. 44-72. Recommended reading: Bisharat, G. E. (1994). Land, Law, and Legitimacy in Israel and the Occupied Territories. Avineri, S. (1981). The Making of Modern Zionism: The Intellectual Origins of the Jewish State. New York: Basic Books.
Toward Statehood: The Zionist Movement and the Jewish Community in Palestine Prior to 1948 Required reading: Poggi, G. (1978). The Development of the Modern State: A Sociological Introduction. Stanford, Calif: Stanford University Press. Chapter 1: The Business of Rule, pp. 1-17. Horowitz, D., & Lissak, M. (1973). Authority without Sovereignty: The Case of the National Centre of the Jewish Community in Palestine. Government and Opposition, 8, 1, pp. 48-71. Spektorowski, A. (2011). Carl Schmitt: Republican Citizenship, Repression and Liberal Rights and Multi-Polarity, in Peled, Y. (ed.), Democratic Citizenship and War. New York: Routledge. Recommended reading: Peretz, D. & Doron, G. (1997). The Government and Politics of Israel, Harper-Collins Publishers Inc. 1997, Chapter 1: Historical Origins of Israel, pp.1-45.
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Garfinkle, A. (1997). Politics and Society in Modern Israel: Myths and Realities. Armonk, N.Y: M.E. Sharpe. Chapter 2: In the Beginning, pp.20-55. Peled, Y. (2011). Democratic Citizenship and War. New York: Routledge.
State as a Historical Phenomenon, State-centered Approach to the Development, State-in- Society as Alternative Approach; State Building in Israel and Palestine Required reading: Peretz, D. & Doron, G. (1997). The Government and Politics of Israel, Harper-Collins Publishers Inc. 1997, Chapter 1: Historical Origins of Israel, pp.1-45. Tilly, C. (1985). War Making and State Making as Organized Crime in Bringing the State Back, Evans, P., Rueschemeyer, D., Skocpol T. (eds.) Cambridge: Cambridge University Press, 1985. Migdal, J. (2004). State Building and the Non-Nation-State. Journal of International Affairs. Columbia University School of International Public Affairs. Recommended reading: Evans, P. B. (1995). Embedded Autonomy: States and Industrial Transformation. Princeton, N.J: Princeton University Press. Sorensen, G. (2001) War and State-Making - Why doesn't it Work in the Third World? Security Dialogue, 32, 3, pp. 341-354.
Israel in the International Arena Required reading: Freedman, R. O. (2010), Russia, Israel and the Arab-Israeli Conflict: The Putin Years. Middle East Policy, 17, pp. 51–63. Gilpin, R. (1988). The Theory of Hegemonic War, in Journal of Interdisciplinary History, Volume 18, Number 4, pp. 591-613. Gilpin, R. (1981). War and Change in World Politics. Cambridge: Cambridge University Press, pp. 1-8. Recommended reading: Waltz, K. N. (2007). Theory of International Politics. Boston, Mass, McGraw-Hill. Gilpin, R. (2002). The Rise of American Hegemony. In K. O’Brien, & A. Clesse (Eds.), Two Hegemonies: Britain 1846-1914 and the United States 1941-2001, Aldershot: Ashgate Publishing, pp. 165-185.
Modernization, Dependency, Colonialism and Neocolonialism in Israeli Politics Required reading: Eisenstadt, S. N. (July 01, 1964). Breakdowns of Modernization. Economic Development and Cultural Change, 12, 4, pp. 345-367. Robertson, R. (August 01, 2011). S.N. Eisenstadt: A Sociological Giant. Journal of Classical Sociology, 11, 3, pp. 303-311. Shafir, G. (April 01, 1996). Israeli Decolonization and Critical Sociology. Journal of Palestine Studies, 25, 3, pp. 23-35.
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Recommended reading: Bartram, D. V. (January 01, 1998). Foreign Workers in Israel: History and Theory. International Migration Review. 32, 2, Summer 1998, pp. 303-325.
Immigration, Political Culture and Israel's Society Required reading: Arian, A. (1989). Politics in Israel: the Second Generation, Chaham House, N.J., 1989, Chapter 1, pp. 1-29. Goldstein, K. & Gitelman, Z. (2003) "From 'Russians' to Israelis?" in Arian, A. & Shamir, M. (eds.), The Elections in Israel – 2003, Transaction, New Brunswick (US) & London (UK), pp. 245-260. Hacohen, D. (2003). Immigrants in Turmoil, Syracuse University Press. Chapter 8: Immigration during 1948-1998 and its Ramifications on Israeli Society, pp. 251-263. Horowitz, T. (2005). The Integration of Immigrants from the Former Soviet Union. Israel Affairs, 11, 1, pp. 117-136. Lissak, M. (2001). "The Unique Approach to Military-Societal Relations in Israel and its Impact on Foreign and Security Policy", in Sofer, S. (ed.), Peacemaking in a Divided Society: Israel after Rabin, Frank Cass, London, pp. 235-255. Peri, Y. (2004) Telepopulism: Media and Politics in Israel, Stanford University Press, California, Introduction, pp. 1-10. Yonah, Y. (2005). Israel as a Multicultural Democracy: Challenges and Obstacles. Israel Affairs, 11, 1, pp. 95-116. Zameret, Z. (2002) The Melting Pot in Israel, State University of New York. Chapter 14: Summing Up: Israel From a "Melting Pot" to a Pluralistic State, pp. 155-160.
Israel's Major Institutions: Parliament, Government and the Judiciary Required reading: Chazan, N. (2005). The Knesset. Israel Affairs, 11, 2, pp. 392-416. Mahler, G. (2004) Politics and Government in Israel: The Maturation of a Modern State, Rowmen & Littlefield Publishers, Oxford, Chapter 4: The Constitutional System and Parliamentary Government, pp.117-139, and Chapter 8: The Machinery of Government, pp. 221-247. Edelman, M. (1994). The Judicialization of Politics in Israel. International Political Science Review, 15, 2, pp. 177-186. Barak, A. (1998). The Role of the Supreme Court in a Democracy. Israel Studies, 3, 2, pp. 6-29. Recommended reading: Israeli Government's Portal is here.
Elections and Voting Required reading:
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Bogdanor, V. (1993). "The Electoral System, Government and Democracy," in E. Sprinzak & L. Diamond (eds.) Israel Democracy Under Stress, Lynne Rienner Publishers Boulder and London 1993, pp. 83-106. Hazan, R. Y. (1997). Executive-Legislative Relations in an Era of Accelerated Reform: Reshaping Government in Israel. Legislative Studies Quarterly, 22, 3, pp. 329-350. Lijphart, A. (1993) "Israeli Democracy and Democratic Reform in Comparative Perspective," in E. Sprinzak & L. Diamond (eds.), Israel Democracy under Stress, Lynne Rienner Publishers, Boulder and London, pp. 107-123. Mahler, G. (2004). Politics and Government in Israel: The Maturation of a Modern State, Rowmen & Littlefield Publishers, Oxford. Chapter 7: The Electoral Process and Voting Behavior, pp. 193-219. Shamir, M., & Arian, A. (1999). Collective Identity and Electoral Competition in Israel. The American Political Science Review, 93, 2, pp. 265-277.
Parties and Interest Groups Required reading: Arian, A. & Shamir, M. (2005). "On Mistaking a Dominant Party in a Dealingnment System" in Arian A. & Shamir, M. (eds.), The Election in Israel – 2003, Transaction New Brunswick (USA), and London (UK), pp.13-31. Goldberg, G. (1998). Trade Unions and Party Politics in Israel: The Decline of Party Identification. The Journal of Social, Political, and Economic Studies, 23, 1, pp. 51-70. Mahler, G. (2004). Politics and Government in Israel: The Maturation of a Modern State. Lanham, Md: Rowman & Littlefield Publishers. Chapter 6: Political Parties and Interest Groups, pp. 171-191. Yishai, Y. (2001). Bringing Society Back In: Post-Cartel Parties in Israel. Party Politics, 7, 6, pp. 667-687.
Coalition Politics in Israel Required reading: Horowitz, D. (1977). More than a Change in Government. The Jerusalem Quarterly 5, pp. 3-20. Mahler, G. (2004). Politics and Government in Israel: The Maturation of a Modern State. Lanham, Md: Rowman & Littlefield Publishers. Chapter 5: The Prime Minister and the Knesset, pp. 141-169. Mahler, G. & Trilling, R. (1975). Coalition Behavior and Cabinet Formation: The Case of Israel. Comparative Political Studies, 8, pp. 200-233.
Public Policy in Israel Required reading: Korn, D. (2002). Public Policy in Israel: Perspectives and Practices, Lexington Books,
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Introduction, pp.1-6. Don-Yehiya, E. (2002). "Public Policy and Management of Major Political Cleavages," in Korn D. (ed.) Public Policy in Israel: Perspectives and Practices, Lexington Books, 2002, pp.9-30. Nachmias, D. & Arbel-Ganz, O. (2005). The Crisis of Governance: Government Instability and the Civil Service. Israel Affairs, 11, 2, pp. 281-302. Peretz, D. & Doron, G. (1997). Government and Politics of Israel, Harper Collins Publishers Inc., Chapter 7: Government Administration and Public Policy, pp.208-243. Sharkansky, I. (1993). "Israel's Political Economy," in Sprinzak, E. & Diamond, L. (eds.), Israel Democracy Under Stress, Lynne Rienner Publishers, Boulder and London, pp.153-170.
The National Issue: Israeli Jews, Palestinians and the Arab World Required reading: Allon, Y. (1976). Israel: The Case for Defensible Borders. Foreign Affairs, 55, 1, pp. 38-53. Arian, A. (1995) Security Threatened: Surveying Israeli Opinion on Peace and War, Cambridge University Press, Cambridge, pp. 254-271. Grinberg, L. (1994). A Theoretical Framework for the Analysis of the Israeli Palestinian Peace Process. International Review of Sociology, 5, 1, pp. 68-89. Shlaim, A. (1994). Prelude to the Accord: Likud, Labor, and the Palestinians. Journal of Palestine Studies, 23, 2, pp. 5-19. Ross, D. (2004). The Missing Peace: The Inside Story of the Fight for Middle East Peace. New York: Farrar, Straus and Giroux, Prologue, pp. 1-14. Recommended reading: Ross, D. (2007). Statecraft: And How to Restore America's Standing in the World. New York: Farrar, Straus, and Giroux. Recommended videos: Dennis Ross - Middle East Peace Conference, William S. Boyd School of Law is here.
Israeli Arabs: Israel as an Ethnic Democracy Required reading: Jamal, A. (2002). Beyond "Ethnic Democracy": State Structure, Multicultural Conflict and Differentiated Citizenship in Israel. New Political Science, 24, 3, pp. 411-431. Kook, R. (1995). Dilemmas of Ethnic Minorities in Democracies: The Effect of Peace on the Palestinians in Israel. Politics & Society, 23, 3, pp. 309-336. Smooha, S. (1990). Minority Status in an Ethnic Democracy: The Status of the Arab Minority in Israel. Ethnic and Racial Studies, 13, 3, pp. 389-413. Peled, Y. (1992). Ethnic Democracy and the Legal Construction of Citizenship: Arab Citizens of the Jewish State. The American Political Science Review, 86, 2, pp. 432-443.
State and Religion: Judaism in the Jewish State
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Required reading: Cohen, A., & Susser, B. (1996). From Accommodation to Decision: Transformations in Israel's Religio-Political Life. A Journal of Church and State, 38, 4, pp. 817-839. Englard, I. (1987). Law and Religion in Israel. The American Journal of Comparative Law, 35, 1, pp. 185-208. Mahler, G. (2004). Politics and Government in Israel: The Maturation of a Modern State. Lanham, Md: Rowman & Littlefield Publishers. Chapter 2: Zionism, Religion and the Domestic Political Environment, pp. 53-88. C. Waxman, C. (2000). "Religio-Poilitics and Social Unity in Israel: Israel's Religious Parties" in Robert O. Freedman (ed.), Israel's First Fifty Years, Florida University Press, Gaineville, pp. 162- 179.
The Socio-Economic Cleavage in Israel Required reading: Almog, O. (2002). "Shifting the Centre from Nation to Individual and Universe: The New 'Democratic Faith' of Israel", in E. Karsh (ed.) Israel: The First Hundred Years, Frank Cass Publishers, London, pp. 31-42. Bernstein, D., & Swirski, S. (1982). The Rapid Economic Development of Israel and the Emergence of the Ethnic Division of Labour. British Journal of Sociology, 33, 1, pp. 64-85. Seliktar, O. (2000). "The Changing Political Economy of Israel: From Agricultural Pioneers to the "Silicon Valley" of the Middle East", in Robert O. Freedman (ed.) Israel: First Fifty Years, Florida University Press, Gaineville, pp.197-218. Zilberfarb, B. (2005). From Socialism to Free Market - The Israeli Economy, 1948-2003. Israel Affairs, 11, 1, pp. 12-22. Hermann, T. (2003). Do They Have a Chance? Protest and Political Structure of Opportunities in Israel. Israel Studies, 1, 1, pp. 144-170.
Gender Issues in the Israeli Politics Required reading: Kuntsman, A. (2008). The Soldier and the Terrorist: Sexy Nationalism, Queer Violence. Sexualities, 11, pp. 142-170. Shakdiel, L. (2002). Women of the Wall: Radical Feminism as an Opportunity for a New Discourse in Israel. The Journal of Israeli History, 21, pp. 126-163. Halperin-Kaddari, R. & Yadgar, Y. (2010) Religion, Politics and Gender Equality among Jews in Israel. Final Research Report prepared for the project Religion, Politics and Gender Equality, United Nations Research Institute for Social Development.
The Future of Israel as a Jewish State. Required reading: Gruen, G. (2000) "Israel and the American Jewish Community: Changing Realities Test Traditional Ties," in Freedman, R. (ed.), Israel's First Fifty Years, University Press of Florida,
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Gaineville, pp. 29-66. Seliktar, O. (2002). Divided we Stand: American Jews, Israel, and the Peace Process. Westport, Conn: Praege, pp. xiii-xvi and pp. 207-210. Shain, Y., & Sherman, M. (1998). Dynamics of Disintegration: Diaspora, Secession and the Paradox of Nation-states. Nations and Nationalism: Journal of the Association for the Study of Ethnicity and Nationalism, 4, 3, pp. 321-346. Grinberg, L. (2010). The Israeli-Palestinian Union: The "1-2-7 states" Vision of the Future. Journal of Palestine Studies, 39, 2, pp. 46-53.
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ONE HUNDRED YEARS: HISTORY AND MEMORY IN TEL AVIV–JAFFA DR. MARTIN J. WEIN SPRING SEMESTER 2014 [email protected]
This course addresses issues of history and memory in Tel Aviv from its inception as a ‘green’ garden city, to the ‘white’ Bauhaus boom and the discourse about South Tel Aviv and Jaffa as a ‘black city.’ The course’s aim is to open up discourses and narratives about society and public space in Israel, where the relationship between history and memory has been marked by political conflict, collective trauma, urban problems and uncertainty about the future.
We will familiarize ourselves with multidisciplinary methodology that will enrich our understanding of Tel Aviv–Jaffa, Israel and the Middle East. As part of the course we will walk through the city from North to South, discussing history, architecture, language and municipal politics on the way.
Topics of discussion in the classroom and on the way will include prehistory and ancient history, Arabs and Jews, ports and maritime history, industrialization and urban planning, politics and government, business and crime, education and cultural venues, old British influences and migrant workers or refugees today, sports and parks, transportation and infrastructure, memorials and archeological sites, language use in public space, and the city’s representation in Israeli film and literature.
You will also be required to participate in one walking tour of four hours, in small groups, “hands on” and on–site. The meeting point is Diezengoff Square in central Tel Aviv near the colorful fountain on designated Mondays at 4:30 pm. Tours end in Jaffa by 8:30 pm. A list of tour dates will be passed around, please make sure to sign up in time. It is important that you are well fed, bring comfortable shoes and clothes, a cap, umbrellas, sun glasses/sun lotion and water, as well as change for drinks and the bus. We will stop on the way for explanations, discussions, short visits and a coffee break.
Requirements: Presentation of readings (ca. 30 minutes, 2-4 persons per reading, 10% of grade), participation in one walking tour (10%), one book report on City of Oranges (5-10 pages, due by e- mail by April 15, 10%), class attendance (20%), a final paper (50%, topic your choice, 10-15 pages, due by e-mail by May 31, 2010).
Please buy the following books: LeBor, Adam. City of Oranges. New York and London: W. W. Norton, 2006. Tel Aviv pocket guide & atlas. Published/Created: Tel Aviv, Israel: MAPA - Mapping and Pub., c1998. Description: 1 atlas (132 p.) : col. ill., col. maps; 20 cm (English or Hebrew).
1. Session: Introduction
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• Introduction • Slide Show of Tel Aviv–Jaffa • Discussion of the Syllabus and Questions • Distribution of Reading Presentations • Campus Tour
2. Session: North Tel Aviv Slide Show: • The Yarkon/Al-Auja River Valley • Tel Aviv University Campus/Sheikh Munis • Eretz Israel Museum/Tel Qasile • Gan Habanim • Reading Power Station and River Mouth • Levant Fair/Tel Aviv Port • Wadi Ayalon • Habima/Heyhal Hatarbut • Tel Aviv Museum/Opera • Sarona German Village • Azrieli Towers
Reading Presentations: TAU Campus History (all five items together constitute one reading!): • Dolev, Diana, “Shaping a Modernist University Campus.” Docomomo 40, March 2009, 52- 56. • PalestineRemembered.Com “Welcome To al-Shaykh Muwannis.” Available from: http://www.palestineremembered.com/Jaffa/al-Shaykh-Muwannis/index.html [follow up on the tabs for pictures and other material] • Rapaport, Meron. “History Erased.” Haaretz, 06/07/2007. • “TAU History: The Making of a University.” Available from: http://www.tau.ac.il/tau– history–eng.html • Zokhrot, “Sheikh Munis.” Available from: http://www.zochrot.org/index.php?id=143 Schlör, Joachim, Tel Aviv: From Dream to City. London: Reaktion Books Ltd, 1999, 162-211. Mann, Barbara E. A Place in History: Modernism, Tel Aviv, and the Creation of Jewish Urban Space. Stanford, Calif.: Stanford University Press, 2006, 186-228.
3. Session,: Kikar Rabin to Kikar Hamedina Slide Show: • Rabin Square/City Hall • Gan Ha’ir/Former Orange Grove/Zoo • Ibn Gevirol Street: Migdal Hame’ah, Summel • New Herzliyah High School • Kikar Hamedina
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• Ben Gurion House and Boulevard • Atarim Square/Gordon Pool and Marina • Gan Ha'atzma'ut/Muslim Cemetery
Reading Presentations: Azaryahu, Maoz. Tel Aviv: Mythography of a City. Syracuse, N.Y. : Syracuse University Press, 2007, 224-244 AND Mann, Barbara E. A Place in History: Modernism, Tel Aviv, and the Creation of Jewish Urban Space. Stanford, Calif.: Stanford University Press, 2006, 229-252. Mann, Barbara E. A Place in History: Modernism, Tel Aviv, and the Creation of Jewish Urban Space. Stanford, Calif.: Stanford University Press, 2006, 26-71. Architectural Styles (all six items together constitute one reading!): • Bauhaus Foundation Dessau. Available from: http://www.bauhaus-dessau.de/en/index.asp, accessed. • Levin, Michael. “The Modern Movement in Israel.” Docomomo 40, March 2009, 36- 40. • Smolsky, Raz. “History in the Unmaking.” Haaretz, 01/12/2008. • “Tel Aviv Architectural Styles.” Architec.tour.a. Available from: http://www.telavivarchitecture.com/Architectural_Styles.html • “The White City of Tel Aviv.” UNESCO, 2003. Available from: http://whc.unesco.org/archive/advisory_body_evaluation/1096.pdf • Ziesling, Yael. “Bauhaus Architecture.” Jewish Virtual Library, 2000. Available from: http://www.jewishvirtuallibrary.org/jsource/Society_&_Culture/Architecture/ Bauhaus.html
4. Session: Bauhaus and Eclectic City Slide Show: • Dizengoff Square and Street • Trumpeldor Cemetery • Gan Meir • Old City Hall and Bialik Street • Magen David Adom Square • Shenkin Street • Rothschild Boulevard • Old Herzliya High School/Shalom Tower • Nahalat Binyamin
Reading Presentations: Azaryahu, Maoz. Tel Aviv: Mythography of a City. Syracuse, N.Y. : Syracuse University Press, 2007, 106-155. Azaryahu, Maoz. Tel Aviv: Mythography of a City. Syracuse, N.Y. : Syracuse University Press, 2007, 156-190. LeVine, Mark, Overthrowing Geography: Jaffa, Tel Aviv, and the Struggle for Palestine, 1880–1948. Berkeley: University of California Press, 2005, 60-120.
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5. Session: South Tel Aviv and Jaffa Slide Show: • Shuk HaCarmel/Kerem Hateymanim • Kovshim Street Gan Hakovshim/Manshiyah, Hassan Beck Mosque, Dolfinarium • Charles Chlor Park, Tayelet Promenade, Etzel Museum, Old Train Station • Neve Tsedek, Suzan Dalal Dance Center, Shlush Street • Florentin, American Village/Small German Templar Colonies • Noga Compound, Jerusalem Boulevard, Raziel Street • Clock Square Jaffa, Old City, Egyptian Archeology Site, Jaffa Port • Jaffa Seaside Park (Landfill), Ajami, Peres Peace Center Reading Presentations: Kark, Ruth. Jaffa: A City in Evolution, 1799–1917. Jerusalem: Yad Izhak Ben–Zvi Press, 1990, 13-52, 291-303. Kark, Ruth. Jaffa: A City in Evolution, 1799–1917. Jerusalem: Yad Izhak Ben–Zvi Press, 1990, 53-134 [incl. extensive tables and visual material]. Kark, Ruth. Jaffa: A City in Evolution, 1799–1917. Jerusalem: Yad Izhak Ben–Zvi Press, 1990, 135- 203.
6. Session: Jaffa in Film Ajami by Scandar Copti and Yaron Shani, Israel, Palestine, Germany, 2009: Movie Viewing and Discussion
7. Session: Tel Aviv in Film The Blaumilch Canal (The Big Dig) by Ephraim Kishon, Israel, 1969: Movie Viewing and Discussion
8. Session: Jaffa, Tel Aviv, Jerusalem and the Global Outlook • Classroom Discussion • Overview of Walking Route • Sign Up for Walking Tour • Instructions for the Final Paper • Conclusions
Reading Presentations: LeVine, Mark, Overthrowing Geography: Jaffa, Tel Aviv, and the Struggle for Palestine, 1880–1948. Berkeley: University of California Press, 2005, 182-248. Azaryahu, Maoz. Tel Aviv: Mythography of a City. Syracuse, N.Y. : Syracuse University Press, 2007, 208-223 AND Ellman, Michael and Smain Laacher. Migrant Workers in Israel. Euro-Mediterranean Human Rights Network and International Federation for Human Rights, 2003 AND Kipnis, Baruch A. “Tel Aviv, Israel A World City in Evolution: Urban Development at a Dead End of the Global Economy.” In: Cities in Transition, by M. Pak, ed. Ljubljana: University of Ljubljana Press, 2004, 183- 194. Ram, Uri. The Globalization of Israel: McWorld in Tel Aviv, Jihad in Jerusalem. New York, NY: Routledge, 2007, 179-234.
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9. Session, Diezengoff Square: Walking Tour 1 10. Session, Diezengoff Square: Walking Tour 2 11. Session, Diezengoff Square: Walking Tour 3
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THE STRUGGLE FOR PALESTINE: THE ROOTS OF THE ARAB-ISRAELI CONFLICT DR. TOBY GREENE SPRING SEMESTER 2014
The on-going clash between Jewish and Palestinian-Arab national movements in the area known as Palestine under the British mandate ending in 1948, is a source of global political fascination and intrigue. It is considered to many to be intractable. But what are its causes, and can it in fact be resolved? This course charts the history of the conflict from the rise of political Zionism and Palestinian-Arab nationalism to the present day. It will provide the student with knowledge and understanding of the causes for the dispute, key historical events that define the conflict, and the factors – domestic and international – which continue to fuel it. It will include an examination of attempts to resolve the conflict and the factors shaping peace- making efforts to the present day.
Assessment: Class participation: 15% Half term test: 30% Final essay: 55% (Final term papers due: 22/5/2014)
Recommended Texts: Mark Tessler, A History of the Israeli-Palestinian Conflict (Bloomington: Indiana University Press, 1994) Benny Morris, Righteous Victims: A History of the Zionist-Arab Conflict, 1881-2001, (New York: Vintage Books, 2001) Dennis Ross, The Missing Peace: The Inside Story of the Fight for Middle East Peace (New York: Farrar, Straus and Giroux, 2005)
17/2/2014 General Introduction
The rise of Jewish nationalism and the Zionist movement Benny Morris, Righteous Victims: A History of the Zionist-Arab Conflict, 1881-2001, (New York: Vintage Books, 2001), 14-26. 24/2/2014 Arab and Palestinian nationalism Rashid Khalidi, Palestinian Identity, The Construction of Palestinian National Consciousness (New York: Columbia University Press, 1997), p. 145-177.
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The First World War, British promises and the Balfour Declaration Avi Shlaim, ‘The Balfour Declaration and Its Consequences,’ in W. R. Louis ed, More Adventures with Britannia: Personalities, Politics and Culture in Britain (London: IB Tauris 2005) Available here: http://users.ox.ac.uk/~ssfc0005/The%20Balfour%20Declaration%20and%20its%20consequences.html 3/3/2014 The British Mandate period Tessler (1994): 233-246 (Cycles of Violence Prior to World War II) Document: The Peel Commission Report: p. 370-376. Available here: http://unispal.un.org/pdfs/Cmd5479.pdf
Shoah, the first Arab-Israeli war and Palestinian refugees Avi Shlaim, The Debate About 1948, International Journal of Middle East Studies, 27:3, 1995, 287-304. Document: Israel’s Declaration of Independence. Available here: http://www.mfa.gov.il/mfa/foreignpolicy/peace/guide/pages/declaration%20of%20establishment%20of%20 state%20of%20israel.aspx 10/3/2014 The legacy of the Six Day War: occupation, land for peace, and settlement Tessler (1994): 407-422 (‘Obstacles to a settlement’ and ‘UN Resolution 242’) Document: UNSC Resolution 242, available here: http://unispal.un.org/unispal.nsf/0/7D35E1F729DF491C85256EE700686136
Film: The Gatekeepers (Dror Moreh, 2013) 17/3/2013 The development of the PLO up to the First Lebanon War Baruch Kimmerling and Joel S. Migdal, The Palestinian People: A History (Harvard University Press, 2003), Chapter 9.
First Intifada and arrival of Hamas Morris (2001); Chapter 12, 561-610. Document: Hamas Charter - M. Maqdsi, ‘Charter of the Islamic Resistance Movement (Hamas) of Palestine,’ Journal of Palestine Studies 22, no. 4 (1993). Document: Palestinian Declaration of Independence (1988). Available here (Annex III) http://unispal.un.org/UNISPAL.NSF/0/6EB54A389E2DA6C6852560DE0070E392 23/3/2013: FIELD TRIP. KEY STRATEGIC POINTS ON THE GREEN LINE (TBC) 24/3/2013: MID TERM TEST – MULTIPLE CHOICE (1.5 hours) 31/3/2013 The Israeli-Palestinian peace process, Madrid to Clinton Parameters (Part 1) Itamar Rabinovich: (Princeton: Princeton University Press, 2004) 38-180.
The Israeli-Palestinian peace process, Madrid to Clinton Parameters (Part 2) 7/4/2013 The Second Intifada Jeremy Pressman, "The Second Intifada: Background and Causes of the Israeli-Palestinian Conflict", Journal of Conflict Studies, Vol. 22 No. 2 (Fall 2003)
9/11, the Clash of Civilizations, and shifting global attitudes to the Israeli-Palestinian question
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Toby Greene, Blair, Labour and Palestine: Conflicting Views on Middle East Peace After 9/11 (New York: Bloomsbury, 2013) 73-94. 14/4/2013: PESACH 21/4/2013: PESACH 28/4/2013 Disengagements, rocket wars and their impact on ‘land for peace’ Jonathan Rynhold and Dov Waxman, ‘Ideological change and Israel's disengagement from Gaza’, Political Science Quarterly, Vol. 123. No. 1 (2008). Available here: http://v- www.baruch.cuny.edu/wsas/academics/political_science/documents/IdeologicalChangeandIsrael.pdf
Lessons of the Annapolis Process (examining the Palestine Papers) All documents in Clayton Swisher, The Palestine Papers: The End of the Road? (Hesperus, 2011) Document 1: Meeting Minute on Borders, 8 April 2008, p. 133-138 Document 2: Meeting Minute on Borders, 4 May 2008, p. 139-150. Document 3: Summary of Olmert’s Package Offer, p. 211. 5/5/2013: YOM HAZIKARON 12/5/2013 Current trends in local and global discourse on the Israeli-Palestinian issue Asher Susser, Israel, Jordan and Palestine: The Two-State Imperative, (Brandeis University Press, 2011), p. 114-170. Conclusions and recap of themes
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MOBILIZATION, SOCIAL PROTEST, REVOLUTION: FROM THE ARAB SPRING TO OCCUPY WALL STREET DR. BENEDETTA BERTI SPRING SEMESTER 2014 [email protected]
Course Description: This seminar will explore the vast topic of ‘contentious politics’—defined as the collective making of claims that, if fulfilled, would be incompatible with another group's interests, and where the term ‘politics’ indicates that either the government or the ruling elites are involved as claimants or opponents—2 looking specifically at the role of social movements and civil society groups. In the course of the semester we will look specifically at different dynamics of civil resistance and strategic non-violent struggle, relying heavily on case studies from the Middle East (but not exclusively).
Course Requirements: the seminar will be highly interactive, and the students have to complete the required readings before each lecture. Students will be expected to come prepared to class, and to participate in the class discussions. Attendance is mandatory and participation makes up one third of the final grade. In addition, students will be expected to work on a group project and to deliver a class presentation (which will account for an additional 30 percent of the final grade) and a short analytical paper on a social movement/civil society organization of their choice.
PART I: Theory and Key Definitions
Lesson 1—No required Readings: Setting the Stage Reference: Richard Shultz, Douglas Farah, and Itamara Lochard, Armed Groups: A Tier-One Security Priority, (Colorado Springs, CO: INSS, USAF Academy, 2004), 14-45. [skim only]
Lesson 2: Terminology, Concepts, and Actors D. A. Snow, S. A. Soule and H. Kriesi, The Blackwell Companion to Social Movements. (Malden, MA and Oxford: Blackwell Publishing, 2007). Chapter 1, 4, and 6. Charles Tilly, Social Movements, 1768-2004 (Boulder: Paradigm Press, 2004), Chapter 1-2. (optional) Michael Foley and Bob Edwards, “The Paradox of Civil Society,” Journal of Democracy 7:3 (1996). (optional) Doug McAdam, Political Process and the Development of Black Insurgency, 1930-1970. (Chicago: University of Chicago Press, 1999), chapter 1-4.
Lesson 3-4: Contentious Politics and the Ebbs and Flows of Social Mobilization Charles Tilly and Sidney Tarrow, Contentious Politics (Boulder: Paradigm Press, 2006) chapter 1-2-3. Jack A. Goldstone, “Toward a Fourth Generation of Revolutionary Theory,” Annual Review of Political Science 4 (2001).
Lesson 5: Repertoires and the Effectiveness of Violence (the case of Terrorism) Andrew H. Kydd and Barbara F. Walter, “The Strategies of Terrorism,” International Security 31:1 (2006).
2 Charles Tilly, Social Movements, 1768-2004, (London: Paradigm Publishers, 2004), 2-4.
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Max Abrahms, “Why Terrorism Does Not Work,” International Security 31: 2 (2006). (optional Doug McAdam, Sidney Tarrow, and Charles Tilly, “Revolutionary Trajectories” in Dynamics of Contention (New York: Cambridge University Press, 2001): 193-226.
Lesson 6-7: ‘There are Realistic Alternatives”—Strategic Non-Violence and Civil Resistance Gene Sharp, From Dictatorship to Democracy: A Conceptual Framework for Liberation, (Boston, MA: The Albert Einstein Institution, June 2003) Maria Stephan and Erica Chenoweth. “Why Civil Resistance Works: The Strategic Logic of Nonviolent Conflict.” International Security 33: 1 (2008).
Lesson 8-9: More Forms of Social Protest: from Digital Activism to “Everyday Resistance” Emma Goldman, Anarchism and Other Essays (“Anarchism: what it Really stands for”) James C. Scott, Weapons of the Weak: Everyday Forms of Peasant Resistance (New Haven: Yale University Press, 1985), chapter 2. David Graeber, Direct Action: An Ethnography (London: AK Press, 2009), chapter 5 and 8. (optional) Kevin J. O’Brien, “Rightful Resistance,” World Politics Vol. 49 No. 1 (1996), pp. 31-55 "Activism Transforms Digital: The Social Movement Perspective" and "Digital Transforms Activism: The Web Ecology Perspective" in Mary Joyce, ed. Digital Activism Decoded: The New Mechanics of Change (New York: International Debate Education Association, 2010). Philip N. Howard et all. "Opening Closed Regimes What Was the Role of Social Media During the Arab Spring?" Project on Information Technology and Political Islam, University of Washington, 2011.
PART II: The Arab Awakening—Preconditions, Precipitants, Case Studies
Lesson 10 -11: the Roots of the Arab Revolutions Augustus Richard Norton, "The Future of Civil Society in the Middle East," Middle East Journal 47: 2 (1993). Ziad Abdel Samad, “Civil Society in the Arab Region: Its Necessary Role and the Obstacles to Fulfillment” International Journal of Not-for-Profit Law 9:2 (2007). Asef Bayat, "Activism and Social Development in the Middle East," International Journal of Middle East Studies 34: 1 (2002). F. Gregory Gause III, "Why Middle East Studies Missed the Arab Spring The Myth of Authoritarian Stability," Foreign Affairs, July/August 2011.
Lesson 12: Before the “Spring”: Lebanon and the Independence Intifada Benedetta Berti, "The Ongoing Battle for Beirut: Old Dynamics and New Trends", Institute for National security Studies, INSS Memorandum 111, December 2011, chapter 1 and 2. Oussama Safa, "Lebanon Springs Forward," Journal of Democracy 17: 1 (2006). Vanessa Shields, "Political Reform in Lebanon: Has the Cedar Revolution Failed?" The Journal of Legislative Studies14:4 (2008).
Lesson 13: Before the “Spring”: Iran and the "Green Movement" Vali Nasr, "The Rise of Islamic Capitalism," (New York, London: Free Press, 2009), chapter 3. Kevin Cross, "Why Iran's Green Movement Faltered: The Limits of Information Technology in a Rentier State," SAIS Review 30:2 (2010). Hooman Majd, " Think Again: Iran's Green Movement," Foreign Policy, January 6, 2010.
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Mohammad Chaichian, "Structural Impediments of the Civil Society Project in Iran: National and Global Dimensions," International Journal of Comparative Sociology 44:1 (2003).
Lesson 14: Tunisia "Popular Protests in North Africa and the Middle East (IV): Tunisia’s Way," International Crisis Group, Middle East/North Africa Report 106, April 28, 2011. Bruce Maddy-Weitzman, "Tunisia's Morning after Middle Eastern Upheavals," Middle East Quarterly 18:3 (2011). Anthony Shadid, "Islamists’ Ideas on Democracy and Faith Face Test in Tunisia, The New York Times, February 17, 2011.
Lesson 15-16: Egypt: "Popular Protest in North Africa and the Middle East (I): Egypt Victorious?" International Crisis Group, Middle East/North Africa Report 101, February 24, 2011. Khaled Elgindy, "Egypt’s Troubled Transition: Elections without Democracy," The Washington Quarterly 35:2 (2012). Nathan J. Brown, "When Victory Becomes an Option: Egypt’s Muslim Brotherhood Confronts Success," Carnegie Endowment for Democracy, Carnegie Paper, January 2012.
Lesson 17: The Post-Revolutionary Challenges & the Road to Democratization Oliver Roy, "The Predicament of 'Civil Society' in Central Asia and the 'Greater Middle East,'" International Affairs 8: 5 (2005). Uri Dadush and Michele Dunne, "American and European Responses to the Arab Spring: What's the Big Idea?" The Washington Quarterly 34: 4 (Oct 2011). Thomas Carothers, “The Backlash against Democracy Promotion,” Foreign Affairs 85: 2 (March–April 2006). Vali Nasr, "If the Arab Spring Turns Ugly," The New York Times, August 27, 2011. [Additional readings will be assigned]
Part III: ‘Zooming Out”
Lesson 18-19: What About Israel? Tamar S. Hermann, “The Israeli Peace Movement: A Shattered Dream” (Cambridge University Press, 2009), chapter 3-4. Eitan Y. Alimi, “‘Occupy Israel’: A Tale of Startling Success and Hopeful Failure,” Journal of Social, Cultural and Political Protest 11:3-4 (2012). Anat Lapidot-Firilla, “On the Fringe of the Arab Spring: The Tent Protest in Israel,” IEMED Dossier 2012.
(We will also talk about non-violent protest in the Palestinian context:) Mary Elizabeth King, “Palestinian Civil Resistance Against Israeli Military Occupation” in Stephan, Maria J., ed. Civilian Jihad: Nonviolent Struggle, Democratization, and Governance in the Middle East (New York: Palgrave Macmillan, 2009) Omri Arens, Edward Kaufman, “The Potential Impact of Palestinian Nonviolent Struggle on Israel: Preliminary Lessons and Projections for the Future,” The Middle East Journal 66:2 (Spring 2012).
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Lesson 20: Global Trends: From the Arab Awakening to OWS Charles Tilly, Social Movements, 1768-2004 (Boulder: Paradigm Press, 2004), chapter 6 and 7. Sidney Tarrow, “Why Occupy Wall Street is Not the Tea Party of the Left” Foreign Affairs, October 10, 2011. Michael Hardt and Antonio Negri, “The Fight for 'Real Democracy' at the Heart of Occupy Wall Street,” Foreign Affairs, October 11, 2011
Lessons 21-23: Final Presentations
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IDEOLOGIES AND INTELLECTUAL MOVEMENTS IN THE MODERN MIDDLE EAST PROF. ISRAEL GERSHONI SPRING SEMESTER 2014
General: The seminar will deal with the formation, evolution and diffusion of intellectual views and ideologies in the Modern Middle East, in particular during the years 1880-1950. It will focus on individual thinkers and intellectuals as well as intellectual movements and ideological bodies. It will trace the processes of the emergence of new intellectual discourses, their formation, dissemination and transmission; their changes and their social reception in the different levels of Middle Eastern cultures and societies. Special attention will be given to interaction between ideas and their socio- political contexts.
Grading system: One final exam.
Detailed outline:
First week:
Second week:
1. Introduction: Medieval History of Islamic states and societies
Third week:
Introduction: The 18th and 19th centuries
Fourth week:
The Reforming Governments-19th century
Fifth week:
J.D. Afghani and Muhammad Abduh
Sixth week:
Egyptian Nationalism, 1860-1919
Seventh week:
Arab Nationalism, 1860-1919
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Eighth week:
Ideologies in Egypt, 1919-1952
Ninth week:
Ideologies in the Arab Middle East. Iraq, Syria, Jordan, Palestine 1919-1956
Tenth week:
Nasserism, 1950s, 1960s.
Eleventh week:
Ba‘thism 1950s, 1960s.The Emergence of Islamic Radicalism
Reading texts (compulsory) General background
1. Albert. Hourani: A History of the Arab Peoples (Harvard, 1991)
2. Islamic Modernism
Albert Hourani: Arabic Thought in the Liberal Age, 1788-1939 (Oxford 1970), pp. 130-160.
3. Egyptian Nationalism
Ibid., pp. 161-221.
Arab Nationalism
R. Khalidi, L. Anderson, U. Unslih and R. S. Simon (eds.), The Origins of Arab Nationalism (Columbia, NY 1991), pp.3-30, 50-69. Sylvia Haim, Arab Nationalism: An Anthology, (Los Angeles, CA 1962), pp. 1-35.
Nationalism and Culture in Egypt in the Interwar Era, 1919-1945
I. Gershoni and J. Jankowski, Egypt, Islam and the Arabs, 1930-1945 (Oxford, 1987), pp. 77-132.
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6. I. Gershoni and J. Jankowski, Redefining Egyptian Nationalism, 1930-1945 (Cambridge, 1995), pp. 1-31.
7. Arab Nationalism in the Interwar Era
Haim, Arab Nationalism, pp. 35-70.
8. The Islamic Reaction
R.P. Mitchell, The Society of the Muslim Brothers (Oxford, 1969), pp. 1-34, 232-250,263-270.
9. Nasserism
N. Rejwan, Nasserist Ideology: Its Exponents and Critics (Jerusalem, 1974). pp. 91-115,195-234.
10. Contemporary Radical Islamic Ideology
E. Sivan, Radical Islam-Medieval Theology and Modern Politics (Yale, 1985), pp. 1-49.
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INTRODUCTION TO ISRAELI ART: FROM THE FOUNDING OF BEZALEL (1906), UP TO THE 21ST CENTURY. DR. RIVKA SHUSTERMAN SPRING SEMESTER 2014
In this course we will study the development of Israeli Art by applying both chronological and cross sectional points of view. We will discuss the form and content of central Israeli movements, styles and artists within Israeli and foreign aesthetic, cultural and social contexts.
Requirements: 85% attendance, assigned readings, active participation in class discussion, sculpture presentation, day trip to exhibition, two mid –term tests and final exam.
Grading system: . Class participation, sculpture presentation and day trip -20% . Two mid-term tests- 20% . Final exam 60%. Subjects:
. Boris Shatz and the founding of Bezlalel school of Arts and Crafts in Jerusalem-1906. . Bezalel Style :E. M. Lilien, Z. Raban ,A.S. Schurr. . The Erez Israel Style–the influence of modern trends on local Art in the 20's: R. Rubin, A. Lubin, Z. Tagger N. Gutman) . The 30's -Israeli Expressionism: I. Frenkel, M. Shemi and the Ecole de Paris. . The Archeological style (Canaanite), A. Melnikov , I. Danziger. . Late 1940's –early 1950's Local and Universal trends. . The 60's-Israeli Pop Art. . From Conceptual to Post Modernist aesthetics: . East and West. . Revival of painting and Jewish Motifs. . Gender.
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Bibliography:
Alterman, Nathan, Little Tel Aviv, Tel Aviv, 1981. Ballas, Gila, Ofakim Hadashim,(New Horizons),forth coming edition-beginning of 2013. Ballas, Gila, Tenenbaum, Ilana, curators, Social Realism in the 50's, Political Art in the 90's, exh. Cat. ,Haifa Museum, Haifa, 1998. Bar Or Galia, Ofrat, Gideon, The First Decade: A Hegemony and a Pluraity, exh. Cat., Museum of Ein Harod, Ein Harod,2008. Barak, Ami , "An Army of light and Shade", Simon Pleasance, translated ,Adi Ness, Soldiers 1994-2000,Tel Aviv 2001. Ginton, Ellen, curator, "The Eyes O the Nation", Visual Art in a Country Without Boundaries, exh. Cat., Tel Aviv Museum of Art, Tel Aviv,1998. Kalev, Benno, curator, 10+, The Ten plus Group-Myth and Reality, exh. Cat., Tel Aviv Museum of Art,2008.Tel Aviv, 2001. Katz ,Freiman,Tami, Postscripts,"End" Representations in Contemporary Israeli Art, exh. Cat. The genia Screiber University Art Gallery, tel Aviv,1992. Lehman, Perry Meira, curator, Pins:Woodcuts,1942-2000,The Israel Museum, Jerusalem,2000. Manor, Daliyah, Art in Zion, The Genesis of National Art in Jewish Palestine, New York, 2005 Ofrat, Gideon, One Hundred Years of Art in Israel, Perez Kidron, translator, Boulder Colorado, Oxford, 1998. Omer, Mordechai,(curator), Itzhak Danziger, exh. Cat., The Israel Museum ,Jerusalem, 1981. Omer, Mordechai,(curator), Upon One of the Mountains, Jerusalem in Israeli Art, exh. Cat. The Genia Schreiber Tel Aviv University Art gallery, Tel Aviv, 1988. Rubin ,Carmela(curator), Sionah Tagger Retrospective, (ex. Cat.),Tel Aviv Museum of Art, Tel Aviv,2003. Scwarz,Arturo, Mordecai Ardon: The Colors of Time, Jerusalem ,Tel Aviv,2003. Shusterman, Nahmani, Rivka, The Development of Water towers in Eretz Israel, Watertowers in Israel,1891- 1993, Mordechai Omer (ed.),Genia Schreiber Tel Aviv University Art Gallery, Tel Aviv,1993, pp. 125-137. Teicher ,Ilana, curator, Women Artists in Israeli Art, Haifa Museum, Haifa,1998. Zalmona, Yigal, Manor Friedman Tamar (Curators),To the East, Orientalism in the Arts in Israel, exh. Cat., The Israel Museum,Jerusalem,1998.
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SCREENED IDEAS: THINKING THROUGH FILM AND TELEVISION PROF. S. BIDERMAN SPRING SEMESTER 2014
Course Description
It is hard today to imagine life without movies. The medium of film, although little more than a century old, outpaces virtually all other artistic and communicative media in its powers to mold our beliefs, desires, fears, and even our identities in accordance with its images and narratives—sometimes for better, sometimes for worse. It is clear that movies do much more than entertain their audience; many skillfully raise questions which philosophers have been asking and trying to answer for centuries. In this course we will use movies and TV shows to focus our discussion on some of these longstanding philosophical questions. These include, for example, ideas about such perennial philosophical subjects as reality and appearance, good and evil, and knowledge and skepticism. We will be reading a variety of philosophical texts, both historical and contemporary, with two fundamental aims: to understand what these authors were trying to say, and to attempt to form reasonable opinions about the problems and puzzles they were writing about.
Main Textbooks
1. Burton F. Porter (Ed.), Philosophy Through Fiction and Film, Pearson, 2004 [Henceforth: PFF]. 2. Christopher Falzon (Ed.), Philosophy Goes to the Movies: An Introduction to Philosophy, Routledge, 2002 [Henceforth: PGM] 3. Damian Cox and Michael P. Levine, Thinking Through Film: Doing Philosophy, Watching Movies, Wiley- Blackwell, 2012 [Henceforth: TTF] 4. Richard Fumerton and Diane Jeske (Eds.), Introducing Philosophy through Film: Key Texts, Discussion, and Film Selections, Blackwell, 2010. [Henceforth: IPF]
Requirements
Midterm exam (40%) Final Paper (60%) Attendance will be taken in all classes. No more than three (3) absences are allowed. I will deduct half a grade-point for each further absence. Reading the assigned texts is mandatory, and essential for a successful discussion. I conduct my lectures on the assumption that all students have read and understood the assigned material. Hence, it is impossible to succeed without coming to class prepared.
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Class Schedule (subjected to changes)
Class Topic Reading Week 1: A 2/17 Introduction: Is thinking on screen possible? TTF, Ch. 1,2
B 2/19 Week 2: A 2/24 Epistemology and Metaphysics: What do we know? IPF, Ch. 1, 9 What can we know? What is there to know? ... Who knows?
B 2/26 [cont.] Week 3: A 3/3 Inception (Christopher Nolan, 2010) [TBA] B 3/5 [Cont.] Week 4: A 3/10 The Matrix (Wachowski Bros., 1999) TTF, Ch. 4; IPF, Ch. 8 B 3/12 [cont.] Week 5: A 3/17 Personal identity: who am I? IPF, Ch. 12, 18 B 3/19 Personal Identity and Time Travel TTF, Ch. 6 Week 6: A 3/24 Total Recall (Paul Verhoeven, 1990) TTF, Ch. 3 B 3/26 [cont.] Week 7: A 3/31 Memento (Christopher Nolan, 2000) TTF, Ch. 8; IPF, Ch. 6 B 4/2 [cont.] Week 8: A 4/7 Midterm Passover Break Week 8: B 4/23 Ethics and the human condition: Ethics – what is it, and IPF, Ch. 22, 25 what is it good for? Week 9: A 4/28 Utilitarianism IPF, Ch. 23
B 4/30 Deontology and Virtue Ethics IPF, Ch. 31 Week 10: A 5/5 Saving Private Ryan (Steven Spielberg, 1998) [TBA] B 5/7 Minority Report (Steven Spielberg, 2002) TTF, Ch. 7 Week 11: A 5/12 A serious Man (The Coe Bros., 2009) [TBA] B 5/14 Crimes and Misdemeanors (Woody Allen, 1989) TTF, Ch. 11 Week 12: A 5/19 [Cont.] B 5/21 Concluding remarks: so, can film philosophize?
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Selected Course Filmography
A Clockwork Orange (Kubrick, 1971) A Serious Man (Coen Bros, 2009) Avatar (Cameron, 2009) Bicentennial Man (Columbus, 1999) Crimes and Misdemeanors (Allen, 1989) Dogma (Smith, 1999) Dr. Strangelove (Kubrick, 1964) Extreme Measure (Apted, 996) Fight Club (Fincher, 1999) Groundhog Day (Ramis, 1993) High Noon (Zinnemann 1952) Inception (Nolan, 2010) Intolerable Cruelty (Coen Bros, 2003) Memento (Nolan, 2000) Minority Report (Spielberg, 2002) Monty Python’s the Meaning of Life (Jones, 1983) Saving Private Ryan (Spielberg, 1998) The Matrix (Wachowski Bros, 1999) The Prestige (Nolan, 2006) The Third Man (Reed, 1949) Total Recall (Verhoeven, 1990)
As well as selected episodes from the TV shows: Family Guy (MacFarlane, 1999-) Lost (Abrams, 2004-2010) South Park (Parker & Stone, 1997-) The Simpsons (Groening, 1989-)
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ACTING WORKSHOP MICHAL BAT-ADAM SPRING SEMESTER 2014 [email protected]
WORKSHOP SUBJECT Acting and storytelling. The role of the actor as a part of the story.
WORKSHOP OBJECTIVE Acting is not a theoretical proposition but a process you have to go through and experience. The goal of the course is to familiarize the student with the language of acting, to get to know what an actor is to understand how he functions, to learn the context of the scene and be able to portray a character in a convincing manner, thus becoming a part of the story.
WORKSHOP FIELD WORK The workshop comprises: A general introduction to acting Acting exercises Work on original dramatic scenes The student will be required to memorize text, prepare the scenes to be worked in class and bring to class the necessary props for the scenes. At the end of the course the scenes will be performed in front of the entire class. Grades will be composed of: 40% class attendance. 30% work in class. 30% final scene work.
A student that is absent more than three times will not be eligible to receive a grade.
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ISRAELI CINEMA AND THE CULTURE OF MODERN ISRAEL DR. SHMULIK DUVDEVANI SPRING SEMESTER 2014
The course deals with the history and chronology of Israeli cinema, starting with early 1930s Zionist films up to the present. It analyses the ideological aspects of Israeli cinema – the way it established Zionist myths and then deconstructed them. It deals with the unique thematic and aesthetics of Israeli cinema – in fact, we will question what is Israeli cinema – and with its characteristic ‘genres’. And finally it focuses on the importance and contribution of some of Israel’s most prominent filmmakers (Ephraim Kishon, Menachem Golan, Uri Zohar and Assi Dayan among others), and the way Israeli cinema reflects Israeli culture.
The course will be accompanied with screenings of excerpts and full length feature films and close reading of selected bibliography.
Introduction Early beginnings – the advent of Zionism and Zionist films Screening: Sallah Shabati (Ephraim Kishon, 1964) Excerpt: They Were Ten (Baruch Dienar, 1960)
Zionist Myths and their Manifestation in Early Israeli Cinema The 1950s and 1960s – the National-Heroic cinema Screening: He Walked Through the Fields (Yoseph Milo, 1968) Excerpts: Hill 24 doesn’t Answer (Thorold Dickinson, 1955) Every Bastard A King (Uri Zohar, 1968)
The Bourekas Popular Israeli cinema – the ideology of the melting pot. Screening: Charlie and A Half (Boaz Davidson, 1974)
Modernism in Israeli Cinema
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The New Sensibility in Israeli cinema 0f the 1960's and 1970's Screening: Big Eyes (Uri Zohar, 1974) Excerpts: Diary (David Perlov, 1988) A Hole in the Moon (Uri Zohar, 1964)
The Blade and the Vessel Images of masculinity and femininity in Israeli cinema – militarism in Israeli society Screening: Walk on Water (Eytan Fox, 2004) Excerpts: Paratroopers (Judd Ne’eman, 1977)
He’s got His Part Wrong” Images of the Arab-Israeli conflict in the 1980s Screening: the Band’s Visit (Eran Kolirin, 2007) Excerpts: Avanti Popolo (Rafi Bukai, 1986)
Due to That War Holocaust and survivors – from repression to recognition Screening: The Debt (Asaf Bernstein, 2007) Excerpts: Wooden Gun (Ilan Moshenzon, 1979) Summer of Aviya (Eli Cohen, 1988)
1990s and Beyond Multiculturalism and diasporic cinema Screening: Turn Left at the End of the World (Avi Nesher, 2004) Excerpts: Home (David Ofek, 1994)
Judaism and Jewish Tradition in Israeli Cinema Screening: Ushpizin (Gidi Dar, 2004)
Return to Lebanon – Trauma and Redemption in Current Israeli War Films
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Screening: Beaufort (Joseph Cedar, 2007) Excerpts: Waltz with Bashir (Ari Folman, 2008) Conclusion The place of Israeli cinema within the framework of Israeli culture
Course requirements
The students are expected to attend classes and screenings, submit a mid-term paper (30%), and pass a final exam (70%).
Selected bibliography Ben-Shaul Nitzan, Mythical Expressions of Siege in Israeli Cinema, Lewiston: Edwin Mellen Press, 1997 Kronish Amy, World cinema: Israel. Wiltshire: Flicks Books, 1996 Loshitzky Yosefa, Identity politics on the Israeli screen, Austin, Tex.: University of Texas Press, 2001 Ne’eman Judd, “The Empty Tomb in the Postmodern Pyramid: Israeli Cinema in the 1980s and 1990s”, in: Charles Berlin (ed.) Documenting Israel, Cambridge, Massachusetts: Harvard College Library, 1995. Pp. 136-142 Shohat Ella Israeli Cinema: East/West and the Politics of Representation, London & new York: I.B. Tauris 2010 Tryster Hillel, Israel before Israel: silent cinema in the Holy Land Jerusalem, Jerusalem: Steven Spielberg Jewish Film Archive of the Avraham Harman Institute of Contemporary Jewry, the Hebrew University of Jerusalem, and the Central Zionist Archives, 1995 Yosef Raz, “Bodies of Redemption: Zionism, Masculinity and Cinema,” in: Thomas Edlinger (ed.) Remapping the Region: Culture and Politics in Israel/Palestine, Linz: O.K. Books, 2004, pp. 14-27.
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ISRAEL AND THE ENVIRONMENT DR. STUART FLEISCHER SPRING SEMESTER 2014 [email protected]
Course Description:
This course studies the relationship between people and the environment, and the effects of Israeli societies and industries have on the environment. Plant and animal community structure, renewable and non renewable resources and environmental degradation will be studied along with regional cooperation and problems between Israel and her neighbors. This course provides an introduction for non-biology majors into current problems that Israel faces in maintaining the stability, productivity, and sustainability of its environment. This class will identify relevant environmental issues, explore root causes underlying the problems, and examine how national and international agencies are addressing and assessing potential solutions to these issues.
The objectives of this course are for students to acquire a better understanding of environmental issues. Specifically:
1) to acquire knowledge of ecological concepts as they pertain to environmental problems. 2) to gain an awareness and understanding of environmental problems and their causes. 3) to learn about the possible solutions to these problems. 4) to recognize the importance of the interactions of the political, social, and economic aspects of the environmental issues.
Course Outline:
Week 1: Israel’s Geology and relation to plate tectonics. Week 2: Breaking down Israel into longitudinal and latitudinal zones. Looking at the flora, fauna and topography through the eyes of visitors. Changes in the land from the Crusaders through British Mandated Palestine. Week 3: Early Aliya Pioneers, Turkish, British and Israeli wildlife management. The beginnings of the JNF and how this impacted existing habitats. Week 4: Case Histories of environmental mistakes: Fruit Bats, Jackals and Blackbirds Week 5: Why Israel is important as a bird flyway. Ecophysiological adaptations of flora and fauna in Israel
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Week 6: Environmental impact on Israel's ecosystems through Industry; Air Pollution and habitat degradation Week 7: Water resources and management. The historical connections to regional water resources. New technologies to expand the water resources of Israel and its neighbors. Week 8: Alternative energies and recycling and research presentations Week 9: Environmental Laws and organizations in Israel and research presentations Week 10: Final Exam
Dates to remember:
Exam Schedule: Midterm: (TBD) Final Exam Schedule: (TBD) Research Paper and Presentations: (TBD)
The Research Paper:
Problem solving paper and presentation
You will also be required to write a short paper (10 page minimum) on an environmental problem for this course. This will be a group project (2-3 per group). Your group will identify and select an environmental problem and address possible or actual solutions. The paper should describe the problem in sound ecological terms; present possible solutions in an unbiased fashion; and it must include the social, political and economic interactions that are part of this problem. You or Your Group will have a 5-8 minute digital presentation of your research in class on December 25.
Exam Format: Midterm Exam will only be multiple-choice format. The Final Exam will be short essay(s) and multiple choices. It will include case studies for essay from beginning of the semester as well. These case studies will be listed prior to the final exam.
Grade Breakdown: Midterm Exam 20%, Research Report and Presentation 40%, Final Exam 40%. If you miss a class, please get the lecture notes from another student.
Selective readings: Pollution in a Promised Land; Alon Tal (Online Text) Additional Articles and PowerPoint Presentations are accessible via the course moodle site. And will be posted under weekly announcements.
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As per guidelines from the OSP office, attendance is mandatory. 1% per absence will be taken off your final grade.
WARNING: You should not plan on leaving the semester early! The OSP Office can ONLY approve a request to leave early prior to the final exam. All work must be completed prior to leaving the program. The Instructor has the right to assign either an early exam or an additional research paper.
Judean Desert Jeep Trek (No obligation to attend) This is the field lab portion of the course. The time in the field will be 9-10 hours.
Where are we going?: We will be traveling to the Judean Desert. Sites we will visit: Ein Fawwr (The pulsating spring), Mar Saba Monastery (only the overlook and not the Monastery), Har Azazel (Jebel Munta – Scapegoat mountain), Horikanya, Metzuke Dragot Overview, and Dead Sea Coast along Kibbutz Qumran to spot for desert animals at night.
Daytime Focus: A) Geology of Syrian African Rift B) Water Resources in the Judean Desert from 810M to -410M C) Plant Survival Techniques in a desert climate D) Medicinal Herbs of the Judean Desert E) Keystone species in Upper and Lower Judean Desert Regions F) Interactions of Man and Nature: Conflict and Cohabitation G) Oil Shale in the desert?
Nigh time Focus: A) Ecophysiological Adaptations in Animals in the Judean Desert a. Visit a fox colony in Wadi Almog b. Spotting Ibex, Gazelle, Fox, Porcupine and Hyena Bats and night predators (birds)
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THE ISRAELI ECONOMY DR. PAUL RIVLIN SPRING SEMESTER 2014 The history of the pre-independence and modern economy. The role of population growth and immigration; problems of inflation and stabilization; the balance of payments; sectoral developments. The Histadrut, defense spending; the economics of the peace process and Israel’s integration into the world economy. Current issues facing the economy
Grading System: Attendance and mid-term exam: 25%, final exam 75%
Course outline and readings
1. The Pre-State Economy (Ben Porat: chapter 1; Halevi and Klinov-Malul: chapter 2)
2. Economic Development 1948-1973 (Halevi and Klinov-Malul: chapters 1,3,4; Patinkin: chapters 1,2; Rivlin: chapter 1)
3. The Economic Crisis of the 1980s and the 1985 Stabilization Program (Ben Porath: chapters 14,15,17; Rivlin: chapter 2, Bruno: chapters 2,4,5)
4. The Defense Burden (Ben Porath: chapter 8; Rivlin: chapter 3)
5. Industry, Agriculture and Services (Rivlin: chapter 4; Bank of Israel: Annual Reports)
6. The Balance of Payments, Foreign Debt, Exchange Rate Policies (Ben Porath: chapters 14-17; Rivlin: chapter 5)
7. The Labor Movement and the Histadrut (Halevi and Klinov-Malul: chapter 5; Rivlin: chapter 7)
9. The Budget and the Public Sector (Ben Porat: chapter 9; Rivlin: chapter 8; Bank of Israel: Annual Reports, Ben Bassat chapter 1)
10. The Peace Process, Immigration in the 1990s and Israel’s Integration in the World Economy (Bank of Israel: Annual Reports)
11. Current issues
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(see websites: mof.gov.il; bankisrael.gov.il, Rivlin, 2011)
Readings
Introduction to economics: Rudiger Dornbusch, Stanley Fischer and Richard Startz, Macro-Economics, 8th edition (McGraw-Hill Higher Education) Chapters 1, 2, 3, 7.1, 7.2, 12.1, 18.4 (not in 7th edition) N. Gregory Mankiw, Principles of Economics, (Worth Publishers) Chapters 22 and 29
Israeli Economy: Ben Bassat, A. ed. The Israeli Economy 1985-1998 (Cambridge, Mass. MIT Press, 2002)
Ben Porat, Y. ed. The Israeli Economy: Maturing Through Crisis (Cambridge, Mass: Havard University Press, 1986)
Bruno, Michael Crisis, Stabilization, and Economic Reform: Therapy by Consensus (Clarendon Press, Oxford, 1993)
Halevi N. and Klinov Malul R. The Economic Development of Israel (New York: Praeger, 1968)
Patinkin, D. The Israeli Economy: The First Decade (Jerusalem: Falk Institute, 1967)
Rivlin, P. The Israeli Economy (Boulder: Westview, 1992), Two Middle Eastern Inflations: Israel and Turkey, 1980-2001 in British Journal of Middle East Studies, Vo. 30 no. 2, November 2003
Rivlin. P. The Israeli Economy from the Foundation of the State through the Twenty-First Century (New York: Cambridge University Press, 2011. E-book available at: http://www.cambridge.org/us/knowledge/isbn/item6446856/?site_locale=en_US)
Zilberfarb, B. in Israel Affairs
Vol. 1. no.1, Autumn 1994, The Effects of the Peace Process on the Israeli Economy Vol. 5. no.1, Autumn 1996, The Israeli Economy in the 1990s Vol. 11, no. 1, January 2005, From Socialism to Free Markets, The Israeli Economy 1990-2003 Vol. 12, no.1, April 2006, From Boom to Bust: The Israeli Economy 1990-2003
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Websites cbs.gov.il mof.gov.il bankisrael.gov.il (Annual Report) oecd.org imf.org
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ENTREPRENEURSHIP FROM A TO Z MR. MEISHAR MEIRI
The course is open to students majoring in: Business, Engineering, Economics, or Science who have completed at least one year of study.
Course Time: Wednesday 17:00-21:00 Classroom: 406 Recanati Office Hours: Meeting times by appointment Email: [email protected] Phone: 052-3633911
Course Objectives The purpose of this course is to learn and practice the latest theories and models on entrepreneurship from academia and the industry best practice, to develop an understanding of those principles and models through the examination of case studies, as well as to provide the practical hands-on skills and knowledge necessary to transform a promising idea into a successful reality.
Course Requirements Students will be required to study the underlying theories that drive modern-day entrepreneurship and to display an understanding and ability to analyze case studies. Furthermore every participant will engage in the creation of a start-up, openly discuss their ideas and share their opinions with the group. The course is about building skills and ability, not only obtaining knowledge about start-ups. Students will form work-groups which will develop an entrepreneurial business plan. The assessment in this course will be based on the implementation of the theories, models and best-practices learnt in the class, as portrayed in a group presentation and business plan. The final grades will be based on the following allocation:
30% In-class presentation 70% Working paper – business plan
Methods of learning Through reading material and lectures, the course will expose students to pioneering methods from academic research, experienced entrepreneurs. Students will engage in implementation of the various theories of entrepreneurship and start-ups. Each participant will take part in the formation of a start-up, including the practice of each and every skill required to found a new and innovative company. Methods and theories discussed Innovation plays an essential role in today’s business arena, and is vital not only for start-up companies but also for growth and survival of established organizations. For that reason, a good understanding of the entrepreneurship process is important not only for entrepreneurs, but for corporate employees - allowing them to recognize the “big picture” from the owner’s perspective and to evaluate and act upon new opportunities for the firm. This course will provide a practical, real-world knowledge and methods that will enhance knowledge and abilities in the following topics:
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“The idea” Finding a need and evaluating an idea. Devising an effective business plan, presentation and “elevator pitch” Characterizing a project. Creating value and capturing value.
Audia, P. G., & Rider, C. I. (2005). A garage and an idea: what more does an entrepreneur need?. California Management Review, 48(1), 6.
Market Identifying market needs, growth and trends. Understanding the market Identifying the market players, their motivation and strategy.
Choi, Y. R., & Shepherd, D. A. (2004). Entrepreneurs’ decisions to exploit opportunities. Journal of Management, 30(3), 377-395.
People and the Team Team building and role assignment. Recruiting employees and investors. Identifying distribution channels and business partners. Hmieleski, K. M., & Ensley, M. D. (2007). A contextual examination of new venture performance: entrepreneur leadership behavior, top management team heterogeneity, and environmental dynamism. Journal of Organizational Behavior, 28(7), 865-889.
Interpersonal Communication Communicating a vision in one-on-one talks and presentations. Negotiation Building a demo. Chen, X. P., Yao, X., & Kotha, S. (2009). Entrepreneur passion and preparedness in business plan presentations: a persuasion analysis of venture capitalists' funding decisions. Academy of Management Journal, 52(1), 199-214.
Strategy Models Creating value through lowering the uncertainty factor in a venture (lean start-up method and more). Pros and cons of common business models Web-generated user base management models
Osterwalder, A., & Pigneur, Y. (2010). Business model generation: a handbook for visionaries, game changers, and challengers. Wiley. com.
Chesbrough, H. (2007). Business model innovation: it's not just about technology anymore. Strategy & leadership, 35(6), 12-17.
Management Throughout the Life-cycle
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Soft launch and in-motion product improvement Management strategies at various company lifecycle stages Product improvement through A/B testing and measurement Avnimelech, G., & Teubal, M. (2006). Creating venture capital industries that co-evolve with high tech: Insights from an extended industry life cycle perspective of the Israeli experience. Research Policy, 35(10), 1477-1498.
See below an excerpt from Steve Blank’s Business Model Generation
Additional Reading Material
The course material will include ideas and theories from the following sources:
Ries, E. (2011). The Lean Startup: How today's entrepreneurs use continuous innovation to create radically successful businesses. Random House Digital, Inc..
Blank, S. G., & Dorf, B. (2012). The startup owner's manual: the step-by-step guide for building a great company. K&S Ranch, Incorporated.
Collins, J., & Porras, J. I. (2004). Built to last: Successful habits of visionary companies. HarperCollins.
Collins, J. (2001). Good to great: Why some companies make the leap... and others don't. HarperCollins. Covey, S. R. (2011). The 7 Habits of Highly Effective People. Enterprise Media.
Osterwalder, A., & Pigneur, Y. (2010). Business model generation: a handbook for visionaries, game changers, and challengers. Wiley. com.
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TECHNOLOGY, VENTURE AND STRATEGY PROF. YESHA Y. SIVAN
The course is open to students majoring in: Business, Engineering, Economics, or Science who have completed at least one year of study.
Course Development: Raz Heiferman & Yesha Sivan (2013Q3 Version) (www.dryesha.com)
Moodle code: TVS
COURSE BACKGROUND:
The power of Information Technology (IT) has grown tremendously in the last 50 or so years. IT has evolved from just a support function to a major part of the modern organization. More and more executives and decision makers have incorporated IT into the organization's overall strategy. Managers must understand how to leverage IT as an enabling technology that might shape the forces in the industry and the competitive advantages of their organization.
This is especially true when it comes to new ventures (new products, new service, innovation both within the firm, and external to the firm). Threats and opportunities augmented by IT change the pace in which industries develop.
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The course will discuss the link between the business and strategy of the firm and IT. This link has become more and more evident and many firms have learned to leverage IT to improve their competitive position, to reengineer their business processes, to manage long and lasting customer relationships, improve customer loyalty and decrease churn, to develop new and innovative services that bring value to their customers, to improve their decision making processes and establish a collaborative work place for their knowledge workers.
The course takes a practical view on the relationship among IT, Venture, and Strategy and uses a large body of case studies to demonstrate and illustrate that relationship.
Technology, Venture and Strategy Course Visual View
COURSE OBJECTIVES: The students will:
1. Know the basic terms of IT and IT's links to venture and strategy. 2. Be able to analyze IT projects for pros and cons. 3. Be able to reflect on the role of IT within business strategies. 4. Be able to learn about new IT trends and innovations and consider their value for specific business processes.
COURSE CONTENT AND SCOPE: The course will NOT cover basic IT or computer terms (e.g., BIT, IP, DNS, etc.) - such terms are assumed as given - nor will it deal with specific technologies (e.g., how does SAP works).
Also, the course is NOT about strategy. While some models will be presented – they will only be used to highlight the role of IT for the firm. The course will cover:
1. Knowledge Age and IT components – We will discuss main characteristics of the Information vis-à-vis the Industrial Era. IT has changed the business and social environment we live and work in, and transformed
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the way companies do business and compete. We will use Nicholas Carr's "IT Doesn't Matter" article as a platform for that discussion and ask if IT has really become a commodity, as he claims. Before diving into the linkage between IT and Business Strategy, we will cover and define the major IT Components – what are the major components of IT and what are the different categories of information systems (e.g. TPS, DSS, KM, ERP, CRM. OA etc.). 2. External Analysis – we will use Porter's 5 forces and look at the way IT might change some or all of the forces in a given industry, and use the RBV (Resource Based View) model as a framework to analyze IT as an internal capability and resource. 3. Internal Analysis – we will use Porter's Value Chain model to discuss how IT supports almost every value creating activity in the firm and has become the cornerstone of the firm's business processes. 4. Competitive Strategy – we will use Porter's Generic Strategies model (broad / focused and cost leadership / differentiation) and discuss how IT can be used to support those strategies. We will also look how IT has become an enabler for implementing Blue Ocean strategies. 5. Business Processes & Innovation – we will use Hammer's Operational Innovation concept presented in his "Deep Change" article to show how IT can be used as a major platform to innovate new business models and processes. 6. Customer Relationship Management and Business Analysis – we will look at one common application CRM as a case study to the relations between strategy and IT. Further, we will delve into BI – the key point where IT and Business meet. 7. New Trends in IT – The enterprise IT is changing. Mega trends like outsourcing, SAAS, SOA, no-software and web 2.0 are changing the face of IT. We will review these trends and their potential impact on IT and the Business. We will give a special attention to Google-ware as a sample of cloud computing. 8. Execution & Monitoring – We will delve into KPIs (Key Performance Indicators) and how they connect IT and Business. Then, we will use Weill and Ross article "Six Questions You Should NOT Ask Your IT People" to emphasize the importance of IT Governance as a major tool of making sure that IT strategy is fully aligned with the business strategy, and to explain how demand management techniques will ensure that alignment. 9. Summary and Conclusion – how to choose between what is unique and strategic and what is common and commodity? What should board members (above management) worry about? How to deal with the “fear” of new technology and what is the evolving role of technology in business strategy.
TEACHING METHODS: The course is designed to work in three levels:
(a) Low technical levels of terms and systems. (b) Mid IT and Business processes. (c) High level IT enabled innovation. We will use a mix of theoretical models, global cases, and Israeli gossip to make the point.
Classes will be based on lectures and some class discussion.
All class members should use the Moodle System for the learning; this includes valid email address that you can and do read regularly, face picture in Moodle, and ability to upload and download files.
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TEACHING MATERIALS:
- Course booklet. - Students are expected to bring the booklet to every lesson and take notes in it in class.
READINGS (Compulsory):
- Course booklet.
STUDENT ASSESSMENT: Course Assignments / Exercises / Exams / Project: Part (1): Attendance at 80% of the class sessions (allowing 1 miss only) is compulsory. Part (2): Individual Performance – the test. Part (3): Team Work – teaching cases.
Case #1: 20%
Case #2: 20%
Test: 60%
[There may be some options for extra credit tasks, details will be given in class]
The test is a multiple-choice test (“American test”). Open materials including internet (no communication with people such as emails, chat, etc., is allowed,). No phones or computers. It is similar to GMAT or GRE. It is adaptive in the sense that questions are designed to reflect deep know-how of the field. Questions that are too hard or too easy may not be counted. The test is planned to be conducted on a computer. More details on the test will be given in class.
Note: minor details may change as the class progresses – notices will be posted in the Moodle site.
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MANAGING HUMAN RESOURCES IN TECHNOLOGY BUSINESSES PROF. YONATAN SMILANSKY
The course is open to students majoring in: Business, Engineering, Economics, or Science who have completed at least one year of study.
Lecturer: Prof. Yonatan Smilansky Course Time: Thursday 14:00-18:00 Classroom: 302 Recanati Email: [email protected] T.A.: Adi Vilenski- [email protected] Attendance: mandatory
Course Objectives: In the technology sector, an organization's competitive positioning depends on the quality of its people and the effectiveness of its organizational culture. Developing new products/services, time to market, effective marketing, sales and service processes all depend on the quality of human resource management practices and their match to the business strategy. This course will focus on the key people management processes required for business success in technology organizations.
This will include the following topics: 1. Translating the business strategy into Human Resources Management initiatives. 2. Structure, objectives and personal competencies as the foundation for managing people. 3. Effective resourcing processes and tools (internal and external recruitment). 4. Performance management and reward. 5. Training, development and talent management processes. 6. Managing careers. 7. Relationships with employees including unions, internal communication, employer branding and organizational culture. 8. Managing organizational change.
Course Requirements: Students will be required to take a written, short answer test covering the material presented in the lessons and in the bibliography, which will count for 50% of the final course grade. In addition, students, in teams, will be responsible for a class project, which will count for the remaining 50% of the final course grade. Project grades will be based on the quality, depth and creativity of the work done.
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The purpose of the course project is to use data from external interviews and from interaction with other students in the class in order to compare what has been learnt in class lectures to what people have experienced at work.
Students will be responsible for a class presentation that will be done in teams of four. Each member of the team will interview two outside people of his/her choice with questions focused around their experience at work in terms of ONE of the topics discussed in class. The team as a whole will summarize the 8 interviews and use the data to analyze the degree to which course content reflected peoples 'real-life' experiences at work.
The team will then be responsible for leading a 45 minute class session (followed by a discussion) around their topic of choice. The aim is to create an effective, interesting, stimulating session for the rest of the class and thereby to facilitate everyone's learning around the topic of choice.
All team members must take a visible part in leading this process.
Each team will present it's plan for it's class session to the Prof.\teaching assistant (by E-mail\meeting) in order to receive input and suggestions prior to implementation. These sessions need to be scheduled sufficiently in advance of the team's class time.
Students will then turn in a project paper summarizing their outside interviews (no more than two pages) and their class session (no more than two pages).
Bibliography:
Laurie Bassi & Daniel McMurrer (2007). “Maximizing your return on people”. Harvard business review. March, 1-10.
Yongmei Liu, James G. Combs, David J. Ketchen Jr. & R. Duane Ireland (2007). “The value of human resource management for organizational performance”. Business horizons, 50, 503 – 511.
Fernandez-Araoz, C.,Groysberg, B., & Nohria, N. (2009). "The Definitive Guide to Recruiting in Good Times and Bad". Harvard Business Review, May, 83(11):100-109.
Mintzberg, H. (1990). "The manager’s job: Folklore and facts". Harvard Business Review, 163-176.
Mehra A., Smith B., Dixon A., Robertson B. (2006). "Distributed Leadership in Teams: The Network of Leadership Perceptions and Team Performance". The leadership Quarterly, 1-15.
Schein, E (1990). "Organizational Culture". American Psychologist, (February) 109-118.
Day, D. V. (2000). "Leadership Development: A Review in Context". Leadership Quarterly, vol 11, 581-613.
Kets de Vries, M. (1988). "Prisoners of Leadership". Human Relations, 41, 31, pp. 261-280.
Popper, M., Mayseless, O. (2003). "Back to Basics: Applying Parenting Perspective to Transformational Leadership". Leadership Quarterly, vol 14, pp 41-65.
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Hersey, P.,Blanchard, K., &Natemeyer, W. (1979). "Situational Leadership. Perceptions and the Impact of Power". Group and Organization Management. 4, 4, 418-428.
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SOCIOLOGY OF RELIGION DR. S. FISHER SPRING SEMESTER 2014
This course will focus upon the place of the sociology of religion in relation to sociological theory in general. It will concentrate upon the major traditions of sociological thought and upon major concepts such as "ritual", "religion" and "secularization". The course will discuss the relation of religion to the other institutional spheres such as the economy, politics, stratification and gender. It will also problematize the relations of the concepts "religion", "secularization" and "modernity". Requirements: There will be one two take home exams. One at the midterm and one final. You will be expected to come to class and actively participate. Class participation will constitute 10% of the grade.
Religion and Sociological Theory
Emile Durkheim, The Elementary Forms of Religious Life, N.Y. 1965, p, 216-272. Robert Bellah, "Durkheim and Ritual", in Jeffry C. Alexander and Phillip Daniel Smith, The Cambridge Companion to Durkheim, Cambridge: 2005. Roy Rappaport, Ritual and Religion in the Making of Humanity, Cambridge: 1999. pp. 1- 58, 107-137.. Max Weber, The Protestant Ethic and the Spirit of Capitalism, N.Y. 1958 ______,"Religious Groups (The Sociology of Religion)," Economy and Society, Vol. 1, Berkeley and Los Angeles, pp.400- 415, 439-450, 468-500.. S. N. Eisenstadt, "The Axial Age", European Journal of Sociology, 1984. Clifford Geertz, "Religion as a Cultural System," in The Interpretation of Cultures, Basic Books, 1973. pp. 87- 125. Karl Marx, "A Contribution to a Critique of Hegel's Philosophy of Right" The Marx-Engels Reader, N.Y., 1972. pp. 11-23 , ______The German Ideology, pp.113-127, in Rober Tucker, (ed.), The Marx-Engels Reader, N.Y., 1972. E.P. Thompson, The Making of the English Working Class, New York: Vintage 1966, pp. 26-54. Peter Berger, The Sacred Canopy: Elements of a Sociological Theory of Religion, Garden City, New York, 1969, pp 3-51.
Secularization- Definitions and Theories Jose Casanova, Public Religions in the Modern World, Chicago, 1994, Chapter 1. Max Weber, "The Religious Rejections of the World and their Directions" in H.H, Gerth and C. Wright Mills (eds.), From Max Weber: Essays in Sociolog,y N.Y., 1958 pp.323-362. Parsons, Talcott, "Christianity", International Encyclopedia of the Social Sciences. 1968, pp. 425-447 Bryon Wilson, Religion in Sociological Perspective, Oxford, 1982. pp. 148-179. Peter Berger, The Sacred Canopy: Elements of a Sociological Theory of Religion, Garden City, New York, 1969, pp. 128-153. Thomas Luckmann, "The Privatization of Religion and Morality" in Paul Heelas, Scott Lash and Paul Morris (eds). Detraditionalization: Critical Reflections on Authority and Identity. 1996. pp.82-76 Charles Taylor, A Secular Age, Cambridge Mass. 2007, pp. 1-25, 221-269. Rodney Stark and Lawrence M. Iannaccone, "A Supply-Side Reinterpretation of the 'Secularization of Europe", Journal of the Scientific Study of Religion, , 1994, 33 (3), 230-252.
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Phillip Gorski, "Historicizing the Secularization Debate: Church, State and Society in Late Medieval and Early Modern Europe, Ca, 1300-1700, American Sociological Review, 2000(65), 138-167. David Martin, A General Theory of Secularization. Oxford 1978, pp. 1-58.
The Contemporary Return of Religion Sivan, Emmanuel, "The Enclave Culture" in Almond, G., Appleby, R.S. and Sivan, E., Strong Religion: The Rise of Fundamentalisms Around the World. Chicago: University of Chicago Press, 2003, pp. 23-89. Eisenstadt, S. N., 2000. Fundamentalist Movements in the Framework of Multiple Modernities. In Between Europe and Islam ed. Almut Höfert and Armando Salvatore, pp.175-196. New York: Peter Lang. Robert Putnam and David Campbell, American Grace: How Religion Divides and Unites Us, Simon and Schuster, New York, 2010. Chapter 1. Executive Summary –'Nones' on the Rise: One in Five Adults Have No Religious Affiliation, Pew Forum on Religion and Public Life, 2012. http://www.pewforum.org/unaffiliated/nones-on-the-rise.aspx.
Women and Religion Susan Sered, Priestess, Mother, Sacred Sister: Religions Dominated by Women, Oxford and New York: Oxford U. Press, 1994. Introduction Tamar El-Or, Paradoxes and Social Boundaries: Ultra-Orthodox Women and Their World in Esther Fuchs (ed.) Israeli Women's Studies, New Brunswick, N.J., Rutgers University Press, תמר אלאור, משכילות ובורות, תל אביב, 2991. ע' 22-12, 38-211, Nilüfer Göle, "The Headscarf Affair, a Women's Affair,", The Immanent Frame, http://blogs.ssrc.org/tif/2008/02/21/a-headscarf-affair-a-womens-affair/. Shlomo Fischer, "Judaism and Global Trends: Some Contemporary Developments” in Eliezer Ben-Raphael and Yitzchak Sternberg eds. World Religions and Multiculturalism: A Dialectic Relation, Brill, 2010. especially pages 326-337.
Religion and Violence René Girard, Violence and the Sacred, Baltimore 1977. Chapters I and X Roger Cailloix, Man and the Sacred, Glencoe, Ill. 1959, Appendix 4: Religion and War
Non-Western Perspectives Talal Assad, Genealogies of Religion: Discipline and Reasons of Power in Christianity and Islam, Baltimore and London , 1993 pp, 55-82 . Rajeev Bhargava, "India's Model: Faith, Democracy, Secularism", http://www.opendemocracy.net/arts- multiculturalism/article_2204.jsp Adam Seligman, "Introduction", Essays on the Relgious Roots of Tolerance: Arguments from within Monotheism, Journal of Human Rights 2:1, 2003. Sohail Hashemi, "The Qur'an and Tolerance: An Interpretive Essay of Verse 5:48, Essays on the Relgious Roots of Tolerance: Arguments from within Monotheism, Journal of Human Rights 2:1, 2003.
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INTRODUCTION TO MODERN STANDARD ARABIC (MSA) MICHAEL GUGGENHEIMER SPRING SEMESTER 2014
Course Description and Goals The Arabic language consists of a number of varieties: Modern Standard Arabic (MSA), which is the official language of 26 states and used mainly in written texts and formal settings, and various dialects of colloquial Arabic, one of which is the native language of every Arab. This course teaches the fundamentals of MSA. The goal of this course is to familiarize students with the Arabic alphabet, provide a basic vocabulary in MSA, and introduce the rudiments of Arabic grammar.
Students will be trained to acquire the following skills: 1. Familiarity with the Arabic alphabet and reading words in the Arabic script, including all vowels and other added signs. 2. Arabic typing and using online Arabic-English dictionaries. 3. Basic grammar and vocabulary of MSA.
Emphasis is on basic reading comprehension in MSA. Each session (two academic hours) will consist of two main elements: (i) Learning and practicing the Arabic alphabet and later basic aspects of MSA grammar; (ii) using basic vocabulary to form simple expressions and sentences.
Course requirements Assignments and class participation Final Exam
Grading system Quizzes 20% Homework and class participation 20% Final exam 60%
Selected References The course does not follow a specific book but is based on various sources, including the following: Abboud, P.F. and E.N. Markus (eds.). 1983. Elementary Modern Standard Arabic. Cambridge University Press. Abu-Chacra, Faruk. 2004. Arabic around the World: Grammar and Exercises. Ammatour Press, Finland.
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REGISTRATION FORM – SPRING 2014 PASSPORT NO STUDENT NUMBER STUDENT NAME E-MAIL TEL DATE OF BIRTH
COURSE NO. TITLE OF COURSE LECTURER
To be sent to Mrs. Yael Gazit
. Courses Registration Deadline: Tuesday, February 6th, 2014. . Students are advised to register to more than the required 5 courses but not to more than 7 courses.
Class Changes and finalizing schedule: . Students will be allowed to delete courses from their schedules, (not add), on Sunday – Monday, February 23th – 24th 2014. . Courses with less than 10 students might be cancelled.
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EXTERNAL REGISTRATION FORM – SPRING 2014
NAME DATE
PASSPORT NO STUDENT NUMBER
TEL DATE OF BIRTH
Note: It is only possible to take courses taught in Hebrew if you completed level Gimel of Ulpan.
Students should note that the regular university Spring Semester starts on Feb. 16th 2014 and ends on June 13th 2014. Final Exams start after this date and the first term continues until the end of July 2014.
STUDY ABROAD STUDENTS CANNOT TAKE EXAMS ON DIFFERENT DATES TO THAT OF THE REGULAR UNIVERSITY, NOR WILL THEY BE ALLOWED TO LEAVE THE PROGRAM EARLY.
Please indicate on any test or paper taken at the regular university that you are a student in TAU International.
Hebrew Course Name
English Course Name
Course Number
Lecturer Name
Department Name
Level of Course at Tel Aviv University
Hours of Study per Week
Secretary Name
Secretary Tel number
Stamp and Signature
Steps to Register:
A. Fill document and print. B. Get the registration approved by the host dept during the first week of the semester. C. Bring this form completed to TAU International office signed by the host dept.
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