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Student Handbook
YESHIVA HANDBOOK 5780/2019-2020 YESHIVA UNIVERSITY HIGH SCHOOL FOR BOYS THE MARSHA STERN TALMUDICAL ACADEMY 2540 AMSTERDAM AVENUE • NEW YORK, NY • 10033 PHONE: 212-960-5337 • FAX: 212-960-0027 • E-MAIL: [email protected] 1 Statement of Philosophy Yeshiva University High School for Boys emphasizes the core belief that Torah is at the center of our existence and represents the lens through which we look at all of life, as it guides our response to each and every opportunity and challenge. We therefore define our lives not only by the ongoing study of Torah, but by our complete dedication to the values and ideals of Torah. Simultaneously, we recognize that proper understanding of the sciences and humanities, examined through the prism of Torah, can further our appreciation of G-d’s great wisdom. It is by the light of both of G-d's expressions of His will - through revelation and creation, Torah U’Madda - that we interact with and impact the world around us. In light of the above, the yeshiva provides a challenging academic program in an atmosphere that expects and expresses adherence to the traditional ideals and practices of Orthodox Judaism. It is designed to motivate Torah living - striving to become ever more devoted to G-d, Torah learning, personal integrity, and the kind of ethical behavior basic to Jewish life as well as to participation in contemporary society. Genuine concern for the welfare of others, observance of mitzvos, love of the Jewish people, and pride in our Jewish heritage and values should characterize the intellectual goals and the daily behavior of our talmidim. -
A Fresh Perspective on the History of Hasidic Judaism
eSharp Issue 20: New Horizons A Fresh Perspective on the History of Hasidic Judaism Eva van Loenen (University of Southampton) Introduction In this article, I shall examine the history of Hasidic Judaism, a mystical,1 ultra-orthodox2 branch of Judaism, which values joyfully worshipping God’s presence in nature as highly as the strict observance of the laws of Torah3 and Talmud.4 In spite of being understudied, the history of Hasidic Judaism has divided historians until today. Indeed, Hasidic Jewish history is not one monolithic, clear-cut, straightforward chronicle. Rather, each scholar has created his own narrative and each one is as different as its author. While a brief introduction such as this cannot enter into all the myriad divergences and similarities between these stories, what I will attempt to do here is to incorporate and compare an array of different views in order to summarise the history of Hasidism and provide a more objective analysis, which has not yet been undertaken. Furthermore, my historical introduction in Hasidic Judaism will exemplify how mystical branches of mainstream religions might develop and shed light on an under-researched division of Judaism. The main focus of 1 Mystical movements strive for a personal experience of God or of his presence and values intuitive, spiritual insight or revelationary knowledge. The knowledge gained is generally ‘esoteric’ (‘within’ or hidden), leading to the term ‘esotericism’ as opposed to exoteric, based on the external reality which can be attested by anyone. 2 Ultra-orthodox Jews adhere most strictly to Jewish law as the holy word of God, delivered perfectly and completely to Moses on Mount Sinai. -
Ordinary Jerusalem 1840–1940
Ordinary Jerusalem 1840–1940 Angelos Dalachanis and Vincent Lemire - 978-90-04-37574-1 Downloaded from Brill.com03/21/2019 10:36:34AM via free access Open Jerusalem Edited by Vincent Lemire (Paris-Est Marne-la-Vallée University) and Angelos Dalachanis (French School at Athens) VOLUME 1 The titles published in this series are listed at brill.com/opje Angelos Dalachanis and Vincent Lemire - 978-90-04-37574-1 Downloaded from Brill.com03/21/2019 10:36:34AM via free access Ordinary Jerusalem 1840–1940 Opening New Archives, Revisiting a Global City Edited by Angelos Dalachanis and Vincent Lemire LEIDEN | BOSTON Angelos Dalachanis and Vincent Lemire - 978-90-04-37574-1 Downloaded from Brill.com03/21/2019 10:36:34AM via free access This is an open access title distributed under the terms of the prevailing CC-BY-NC-ND License at the time of publication, which permits any non-commercial use, distribution, and reproduction in any medium, provided no alterations are made and the original author(s) and source are credited. The Open Jerusalem project has received funding from the European Research Council (ERC) under the European Union’s Seventh Framework Programme (FP7/2007-2013) (starting grant No 337895) Note for the cover image: Photograph of two women making Palestinian point lace seated outdoors on a balcony, with the Old City of Jerusalem in the background. American Colony School of Handicrafts, Jerusalem, Palestine, ca. 1930. G. Eric and Edith Matson Photograph Collection, Library of Congress. https://www.loc.gov/item/mamcol.054/ Library of Congress Cataloging-in-Publication Data Names: Dalachanis, Angelos, editor. -
A Timeline of Jewish Censorship
Censorship Uncensored: A Timeline of Jewish Censorship 18forty.org/articles/censorship-uncensored-a-timeline-of-jewish-censorship By: Yehuda Fogel Picture a frustrated writer sitting at a desk. In the wastebasket next to the simple writing desk, there are scraps and scarps (now a word) of paper, remnants of failed drafts and first attempts littered throughout the room. But the writer still works, covering yet another piece of paper with fine script, thin letters etching their way across the fresh parchment. Or perhaps she writes in pencil on the cloudy surface of a much-erased paper, the earlier attempts showing in the smudges. Yet something is different now – this time is right. This draft will work. This draft works. The book is finished, published, to much acclaim (and 1/6 occasional controversy). And the writer – at times equally praised, feted, critiqued, loved – we can’t say what the writer feels about the finished product. Perhaps pride mixed with the doubts that any artist likely has about their work. What do we make of the earlier drafts? What becomes of them? Upon first reflection, they are in and of the past, relegated to what could have been, forgotten with the rest of the unfinished degrees and incomplete relationships of our lives. We realize upon further reflection that the earlier drafts are a necessary step to the finished product, setting the path towards the eventual goal. Still in the past, forgotten, but we realize their importance as a stepping stone to the present, like a child’s teeth that fall out to make room for the adult teeth to grow in. -
Knessia Gedolah Diary
THE JEWISH OBSERVER (ISSN 0021-6615) is published monthly, in this issue ... except July and August, by the Agudath lsrael of Ameri.ca, 5 Beekman Street, New York, N.Y. The Sixth Knessia Gedolah of Agudath Israel . 3 10038. Second class postage paid at New York, N.Y. Subscription Knessia Gedolah Diary . 5 $9.00 per year; two years, $17.50, Rabbi Elazar Shach K"ti•?111: The Essence of Kial Yisroel 13 three years, $25.00; outside of the United States, $10.00 per year Rabbi Yaakov Kamenetzky K"ti•?111: Blessings of "Shalom" 16 Single copy, $1.25 Printed in the U.S.A. What is an Agudist . 17 Rabbi Yaakov Yitzchok Ruderman K"ti•?111: RABBI NISSON WotP!N Editor An Agenda of Restraint and Vigilance . 18 The Vizhnitzer Rebbe K"ti•'i111: Saving Our Children .19 Editorial Board Rabbi Shneur Kotler K"ti•'i111: DR. ERNST BODENHEIMER Chairman The Ability and the Imperative . 21 RABBI NATHAN BULMAN RABBI JOSEPH ELIAS Helping Others Make it, Mordechai Arnon . 27 JOSEPH FRJEDENSON "Hereby Resolved .. Report and Evaluation . 31 RABBI MOSHE SHERER :'-a The Crooked Mirror, Menachem Lubinsky .39 THE JEWISH OBSERVER does not Discovering Eretz Yisroel, Nissan Wolpin .46 assume responsibility for the Kae;hrus of any product or ser Second Looks at the Jewish Scene vice advertised in its pages. Murder in Hebron, Violation in Jerusalem ..... 57 On Singing a Different Tune, Bernard Fryshman .ss FEB., 1980 VOL. XIV, NOS. 6-7 Letters to the Editor . • . 6 7 ___.., _____ -- -· - - The Jewish Observer I February, 1980 3 Expectations ran high, and rightfully so. -
The Galitzianer a Publication of Gesher Galicia
The Galitzianer A Publication of Gesher Galicia Vol. 8, No. 4 August 2001 In This Issue Two articles in this issue are of special import to the future of The Galitzianer and of Gesher Galicia. The first, Shelley Pollero’s column on page 2, explains the reasons that the Steering Committee has felt it necessary to raise Gesher Galicia’s dues … mainly the increased costs of publishing The Galitzianer and the Gesher Galicia Family Finder. The second, on page 3, describes a proposed electronic option for distributing The Galitzianer via email to those who want to receive it that way. It also asks a couple of questions about this proposal on which the Steering Committee needs your advice.. GG Matters 8 JRI-PL 1929 Business Directory Project 2 Coordinator’s Column Stanley Diamond & Howard Fink Shelley Kellerman Pollero 6 Krakow marriage and Banns Registers 3 An Electronic Version of the Galitzianer? Stanley Diamond & Judy Wolkovitch Edward Goldstein A project at the Jewish Historical Institute in A proposal on which we need your input Warsaw 23 Gesher Galicia Family Finder Updates Feature Articles Two pages you can insert into your GGFF 7 Austrian Military Recruitment in Galicia Town Updates Find out which regiments of the Austro- 3 Kolomyya Hungarian army recruited in your town in Alan Weiser which years 4 Lwow 10 Matching Patronymics to Surnames in Krakow Josef Herz Dan Hirschberg & Julian Schamroth Breaking through a barrier in Jewish genea- 4 Sokal logical research Josef Herz 12 My Journey to Bukaczowze 4 Przemysl Linda Cantor Barbara Yeager -
JO1994-V27-N05.Pdf
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The Lithuanian Jewish Community of Telšiai
The Lithuanian Jewish Community of Telšiai By Philip S. Shapiro1 Introduction This work had its genesis in an initiative of the “Alka” Samogitian Museum, which has undertaken projects to recover for Lithuanians the true history of the Jews who lived side-by-side with their ancestors. Several years ago, the Museum received a copy of the 500-plus-page “yizkor” (memorial) book for the Jewish community of Telšiai,2 which was printed in 1984.3 The yizkor book is a collection of facts and personal memories of those who had lived in Telšiai before or at the beginning of the Second World War. Most of the articles are written in Hebrew or Yiddish, but the Museum was determined to unlock the information that the book contained. Without any external prompting, the Museum embarked upon an ambitious project to create a Lithuanian version of The Telshe Book. As part of that project, the Museum organized this conference to discuss The Telshe Book and the Jewish community of Telšiai. This project is of great importance to Lithuania. Since Jews constituted about half of the population of most towns in provincial Lithuania in the 19th Century, a Lithuanian translation of the book will not only give Lithuanian readers a view of Jewish life in Telšiai but also a better knowledge of the town’s history, which is our common heritage. The first part of this article discusses my grandfather, Dov Ber Shapiro, who was born in 1883 in Kamajai, in the Rokiškis region, and attended the Telshe Yeshiva before emigrating in 1903 to the United States, where he was known as “Benjamin” Shapiro. -
Hasidic Judaism - Wikipedia, the Freevisited Encyclopedi Ona 1/6/2015 Page 1 of 19
Hasidic Judaism - Wikipedia, the freevisited encyclopedi ona 1/6/2015 Page 1 of 19 Hasidic Judaism From Wikipedia, the free encyclopedia Sephardic pronunciation: [ħasiˈdut]; Ashkenazic , תודיסח :Hasidic Judaism (from the Hebrew pronunciation: [χaˈsidus]), meaning "piety" (or "loving-kindness"), is a branch of Orthodox Judaism that promotes spirituality through the popularization and internalization of Jewish mysticism as the fundamental aspect of the faith. It was founded in 18th-century Eastern Europe by Rabbi Israel Baal Shem Tov as a reaction against overly legalistic Judaism. His example began the characteristic veneration of leadership in Hasidism as embodiments and intercessors of Divinity for the followers. [1] Contrary to this, Hasidic teachings cherished the sincerity and concealed holiness of the unlettered common folk, and their equality with the scholarly elite. The emphasis on the Immanent Divine presence in everything gave new value to prayer and deeds of kindness, alongside rabbinical supremacy of study, and replaced historical mystical (kabbalistic) and ethical (musar) asceticism and admonishment with Simcha, encouragement, and daily fervor.[2] Hasidism comprises part of contemporary Haredi Judaism, alongside the previous Talmudic Lithuanian-Yeshiva approach and the Sephardi and Mizrahi traditions. Its charismatic mysticism has inspired non-Orthodox Neo-Hasidic thinkers and influenced wider modern Jewish denominations, while its scholarly thought has interested contemporary academic study. Each Hasidic Jews praying in the Hasidic dynasty follows its own principles; thus, Hasidic Judaism is not one movement but a synagogue on Yom Kippur, by collection of separate groups with some commonality. There are approximately 30 larger Hasidic Maurycy Gottlieb groups, and several hundred smaller groups. Though there is no one version of Hasidism, individual Hasidic groups often share with each other underlying philosophy, worship practices, dress (borrowed from local cultures), and songs (borrowed from local cultures). -
The Haredim As a Challenge for the Jewish State. the Culture War Over Israel's Identity
SWP Research Paper Peter Lintl The Haredim as a Challenge for the Jewish State The Culture War over Israel’s Identity Stiftung Wissenschaft und Politik German Institute for International and Security Affairs SWP Research Paper 14 December 2020, Berlin Abstract ∎ A culture war is being waged in Israel: over the identity of the state, its guiding principles, the relationship between religion and the state, and generally over the question of what it means to be Jewish in the “Jewish State”. ∎ The Ultra-Orthodox community or Haredim are pitted against the rest of the Israeli population. The former has tripled in size from four to 12 per- cent of the total since 1980, and is projected to grow to over 20 percent by 2040. That projection has considerable consequences for the debate. ∎ The worldview of the Haredim is often diametrically opposed to that of the majority of the population. They accept only the Torah and religious laws (halakha) as the basis of Jewish life and Jewish identity, are critical of democratic principles, rely on hierarchical social structures with rabbis at the apex, and are largely a-Zionist. ∎ The Haredim nevertheless depend on the state and its institutions for safeguarding their lifeworld. Their (growing) “community of learners” of Torah students, who are exempt from military service and refrain from paid work, has to be funded; and their education system (a central pillar of ultra-Orthodoxy) has to be protected from external interventions. These can only be achieved by participation in the democratic process. ∎ Haredi parties are therefore caught between withdrawal and influence. -
Yeshiva of Ocean Catalog 2020-2021
YESHIVA OF OCEAN ♦♦♦ CATALOG 2020-2021 Table of Contents Board of Directors........................................................................................................................... 4 Administration ................................................................................................................................ 4 Faculty............................................................................................................................................. 4 History............................................................................................................................................. 5 Mission Statement ........................................................................................................................... 6 State Authorization and Accreditation ............................................................................................ 6 The Campus and Dormitory............................................................................................................ 6 Library............................................................................................................................................. 7 Textbook Information ..................................................................................................................... 8 General Information ........................................................................................................................ 8 Admissions Requirements ............................................................................................................. -
םיאבה םיכורב Rabbi Pesach Raymon
Rabbi Pesach Raymon Yeshiva Empowers Thinkers, Enriches Souls Welcome Rabbi Pesach Raymon Yeshiva From pre-nursery through eighth grade, RPRY is committed to providing a stellar foundation for our students’ academic success and emotional well-being. An RPRY education is much more than absorbing facts; it’s learning to formulate questions, analyze and synthesize information, research and problem solve. This ability to problem solve creatively in an environment of metacognitive development centers our educational model. Our small teacher-to-student ratio, strong academic programs, and attention to each and every child’s success provide a springboard for academic achievement. Our warm, nurturing environ- ment provides stability and promotes our students’ confidence to reach their full potential. Love .and for fellow Jews permeates every part of the education הבאים,for Torah, for the Land of Israel !to welcoming you and your child to the RPRY family ברוכיםWe look forward The RPRY Difference Small Group & Differentiated Instruction Love for Being a Jew, & for the Land of Israel Comprehensive Support & Enrichment Services Built in Social Emotional Learning Hands on Learning Academic Philosophy Academic excellence at RPRY reflects our whole child approach as framed through the prism of metacognition. Students succeed in a self-reflective environment where academic rigor is bolstered through thoughtful social and emotional learning. Teachers and students set learning goals and plan, with teachers scaffolding student learning, to consistently provide students with the tools to raise their independent learning levels. RPRY students become lifelong learners. A hallmark of an RPRY education is the centrality of questions. Students query; they search and they ponder.