Hispanic Hebrew Poetry: a Bridge Between the Bible and Medieval Iberian Literatures
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Index of Names
Cambridge University Press 978-0-521-78116-9 - Hebrew Scholarship and the Medieval World Edited by Nicholas De Lange Index More information Index of names Aaron ben Elijah , Goitein, S. D. – Abner of Burgos Grandison, R. n. Abraham ben Moses ben Maimon – Grosseteste, Robert n. Abraham ibn Ezra see Ibn Ezra, Abraham Gutmann, Joseph Abu¯ al-Faraj Ha¯ru¯n ibn al-Faraj (Jeshua ben Judah) –, , –, – Halevi, Judah see Judah Halevi ’Abu¯ Ya‘qu¯b Yu¯suf ibn Nu¯h see Joseph ben Harding, Stephen n. Noah Hayyu¯j, Judah ben David –, –, Ahimaaz ben Paltiel of Oria Herbert of Bosham see Bosham, Herbert de Aknin, Joseph ben Judah ben Jacob ibn Akrish, Isaac ben Abraham Ibn Ezra, Abraham , –, – Alfasi, David ben Abraham Ibn Ghiyyat, Isaac ben Judah Alphonsus of Valladolid see Abner of Burgos Ibn Jana¯h, Jonah –, n., , – Anan ben David Ibn Parhon, Solomon , n. Andrew of Saint-Victor n. Ibn Sahl, Joseph ben Jacob Aquinas, Thomas Ibn Shem Tov see Joseph ben Shem Tov Aristotle –, – Ibn Yahya see Judah ben David ibn Yahya Immanuel (ben Solomon) of Rome – Bacher, Wilhelm Bacon, Roger –, –, – Jacob ben Reuben , Baron, S. W. – Japheth ben Eli Bashyachi, Elijah ben Moses Jerome –, al-Bası¯r, Joseph Jeshua ben Judah see Abu¯ al-Faraj Ha¯ru¯n ibn Beit-Arié, Malachi – al-Faraj Ben-Shammai, Haggai , , , , , – Joseph ben Jacob , Blumenkranz, Bernhard Joseph ben Noah (’Abu¯ Ya‘qu¯b Yu¯suf ibn Bosham, Herbert de , Nu¯h) – Joseph ben Shem Tov Carmi, T. , – Joseph of Constantinople Cole, Peter Judah ben David ibn Yahya – Judah ben Jacob Daniel -
"WHAT IS IT?" INTERPRETING EXODUS 16:15 231 [Lot] (Esther 3:7)
"WHAT IS IT? " INTERPRETING EXODUS 16:15 ZVI RON In Exodus 16:15, we read how the Israelites reacted when they first saw the miraculous food that God had provided for them in the wilderness: When the Israelites saw it, they said to one another, 'What is it? [man hu]' – for they did not know what it was. And Moses said to them, 'This is the bread which the Lord has given you to eat . .' Later, The house of Israel named it manna [man] (Ex. 16:31). This origin for the term man , based on the question that the Israelites asked when they first saw it, raises a simple, yet fundamental question. If the Israelites spoke Hebrew, and since the Hebrew word for "what" is mah , why did they ask man hu when seeing this food? Based on proper Hebrew, they should have asked mah hu and named the manna mah instead of man . The answer to this question leads to different approaches to understanding and translating Exodus 16:15. The central issues are: Is this 1 phrase Hebrew or another language? Is this phrase a question or a statement? WHAT IS IT? In the JPS translation of Exodus 16:15, the phrase man hu is understood to be a question: 'What is it?' Many commentators affirm that the Israelites who said man instead of mah must not have been speaking typical Hebrew at that time. The tenth-century grammarian Dunash ben Labrat explains that the word is related to the Aramaic man , meaning "who." He writes that some- times the word "who" is used in place of "what." He gives 1 Samuel 18:18 as an example: When David says 'what is my life?' [mi hayyai], he uses the word for "who" instead of "what." This approach was approved by Rabbenu 2 Tam. -
~Emernbering Sepharad
RE YE S C O LL-TELLECHEA ~e mernbering Sepharad Accompanying Christopher Columbus on board the Sal/ta Marfa as it left the Iberia n Pe ni ns ula on August 3,1492, was Luis de Torres. De Torres, a polyglot , was the expedition's inkrpreter. Like many other Iberian JeWS , de Torres had recently converted to Christianity in an attempt to preserve his right to live in Sepharad, the land Iberian Jevvs had inhabited for twelve hundred years. The Edict of Expulsion, dated March 31, 1492, deprived Jews of all their rights and gave them three months to put their affairs in order and go in to exile. Implicit in the edict was exemption if jews con verted to Ch ristianity. It was only implicit, of courSe, becaLlse neither the laws of th e land nor the laws of the Catholic church provided for forced conversion. Although conversos would be granted full rights of citizen ship, the Inquisition, in turn, had the right to investigate and persecute the "new" Ch rist ians in order to prevent deviations from church doctrine. Those who did not accept conversion would be expelled from the land forever. The fate of Sepharad was irreversible. Now We can only remember Sepharad. Remembrance cannOt restore that which has been lost, but it is essen tiul to recognize the limitless power of human action to create as well as to destroy. Memory is not a maner of the past but a fundamental tool for analyzin g the prese nt and marching into the future with knowledge and conscience. -
DOCUMENT 1: HASDAI IBN SHAPRUT to JOSEPH, KING of the KHAZARS (CA. 960) I, Hasdai, Son of Isaac, Son of Ezra, Belonging to the E
DOCUMENT 1: HASDAI IBN SHAPRUT TO JOSEPH, KING OF THE KHAZARS (CA. 960) I, Hasdai, son of Isaac, son of Ezra, belonging to the exiled Jews of Jerusalem in Spain, a servant of my lord the King, bow to the earth before him and prostrate myself towards the abode of your Majesty from a distant land. I rejoice in your tranquility and magnificence and stretch forth my hands to God in heaven that He may prolong your reign in Israel. … Praise be to the beneficent God for His mercy towards me! Kings of the earth, to whom his magnificence and power are known, bring gifts to him, conciliating his favor by costly presents, such as the King of the Franks, the King of the Gebalim [Otto the Great of the Holy Roman Empire?], the King of Constantinople, and others. All their gifts pass through my hands, and I am charged with making gifts in return. Let my lips express praise to the God of Heaven, who so far extends His loving kindness towards me, without any merit of my own, but in the fullness of His mercies! I always ask the ambassadors of these monarchs who bring gifts about our brethren the Israelites, the remnant of the captivity, whether they have heard anything concerning the deliverance of those who have languished in bondage and have found no rest. At length mercantile emissaries of Khorasan told me that there is a kingdom of Judah which is called al- Khazar. But I did not believe these words for I thought that they told me such things to procure my goodwill and favor. -
JEWISH SOCIETY and CULTURE I: the ANCIENT and MEDIEVAL EXPERIENCE History 506:271 / Jewish Studies 563:201 / Middle Eastern Studies 685:208
Professor Paola Tartakoff Office: 116 Miller Hall, 14 College Ave. E-mail: [email protected] JEWISH SOCIETY AND CULTURE I: THE ANCIENT AND MEDIEVAL EXPERIENCE History 506:271 / Jewish Studies 563:201 / Middle Eastern Studies 685:208 PROVISIONAL SYLLABUS Course Description: This course examines the social, intellectual, and religious life of the Jewish people from Israel's beginnings through to the expulsion of the Jews from Spain in 1492. It starts with an overview of the history of Israel from c. 1400 B.C.E. to the end of the Babylonian Captivity. Next it turns to the Second Temple Period, focusing on Israel's encounter with Hellenism, Jewish eschatological hopes, and Jewish life under Roman rule. The course then explores the Jewish experience in the early medieval period. Topics in this section include the rise of rabbinic Judaism, Christianity, and Islam, the world of the Babylonian academies, and Jewish life under Visigothic and Muslim rule. The last portion of the course examines Jewish life under Christian rule in Sepharad and Ashkenaz. It emphasizes important trends in medieval Jewish thought and spirituality and traces the evolution of medieval anti-Judaism. This course is required for majors and minors in Jewish Studies. Required Texts: • The Jews: A History, ed. John Efron et al. (Prentice Hall, 2009). ISBN: 0131786873. Available at the Rutgers University Bookstore (Ferren Mall, One Penn Plaza, 732-246-8448). $53.33. • Coursepack (CP) to be purchased at the Douglass Student Co-Op Store (57 Lipman Drive, 732-932- 9017; 1-800-929-COOP). $24.00. Recommended Text: • Hebrew Bible and New Testament in English, including the Apocrypha. -
The Dream of the Poem: Hebrew Poetry from Muslim and Christian Spain 950-1492, Translated, Edited, and Introduced by Peter Cole
The Dream of the Poem: Hebrew Poetry from Muslim and Christian Spain 950-1492, translated, edited, and introduced by Peter Cole. Princeton, New Jersey: Princeton University Press. 548 pages. $50.00 Marjorie Perloff In the middle of the tenth century, a young Moroccan Jewish poet named Dunash Ben Labrat arrived in the Andalusian city of Cordoba, then ruled by the blue-eyed caliph of Spanish-Basque descent ‘Abd al-Rahmaaan III. Dunash had studied in Baghdad, then considered the most spectacular city in the world, with the head of the Babylonian Jewish academy of Sura, Sa’adia Ben Yosef, al-Fayuumi, a man of great learning, who taught him, among other things, a keen appreciation of Arabic and its notion of fasaaha (radiance, clarity) as well as its importance for the understanding of Hebrew Scripture. Tenth-century Cordoba was a second Baghdad: a sophisticated city, where Jews, Muslims, and Christians lived in relative harmony and Arabic was the dominant language. “By the mid-tenth century,” writes Peter Cole, “Jews, Christians, North African Berber Muslims, and Christian converts were competing with the Arabs themselves for mastery of that most beautiful of languages, which became both the lingua franca of al-Andalus and the currency of high culture.” Indeed, conditions for the Jews were so favorable that the conversion rate was low: They spoke Arabic, adopted native dress, and worked side by side with their Muslim neighbors. Dunash, settling in Cordoba and adapting the inflections of Arabic poetry to his native Hebrew, declared, “Let Scripture be your Eden, and the Arabs’ books your paradise grove.” The rapprochement in question produced what appears to have been, on the evidence of Cole’s meticulously edited and captivating anthology, a Golden Age for lyric poetry. -
Box Folder 67 3 Syllabi. 1990-1991
MS-763: Rabbi Herbert A. Friedman Collection, 1930-2004. Series I: Wexner Heritage Foundation, 1947-2004. Subseries 1: General Files, 1949-2004. Box Folder 67 3 Syllabi. 1990-1991. For more information on this collection, please see the finding aid on the American Jewish Archives website. 3101 Clifton Ave, Cincinnati, Ohio 45220 513.487.3000 AmericanJewishArchives.org • HOUSTON SYLLABI 1 MIAMI SYLLABI 2 • ST . LOUIS SYLLABI 3 INDIANAPOLIS SYLLABI 4 • 5 WEXNER HERITAGE FOUNDATION Rabbi Nathan Laufer, Esq. • Baltimore/ Academic Year 1990 - 1991 Session #1: PIDYON SHEVUYIM: The Mitzvah of Freeing Captives* The commandment to free captives is known as "Pidyon Shevuyim. " Literally, this term means "ransom'' -- to pay a s um of money in order to effect the release of slaves or prisoners. But the term "Pidyon Shevuyim'' has come to connote more than this: it refers to our duty to help free our fellow Jews held in various states of bondage or oppression through every possible means. In this seminar, various translations for "Pidyon Shevuyim" -- to "ransom", "redeem", "free", or "release" capti ves -- will be used interchangeably, depending upon the context. The purpose of this seminar is to place the mitzvah of "Pidyon Shevuyim" in historical perspective, to explore the various facets of this mitzvah by studying classical Jewish texts related to its observance, and to relate these texts to the modern-day i mperative to free endangered Jews • The preparatory materials for this seminar include several background articles which describe the origins and development of the concept of "Pidyon Shevuyim" and how it was applied in • various historical situations, particularly during medieval times. -
Fashioning a Wardrobe in the Languages of God - Asymptote
1/24/2019 Fashioning a Wardrobe in the Languages of God - Asymptote (/) Title, author, keyword... All Languages About (/about/) Blog (/blog/) Edu (/asymptote-for-educators/) Book Club (/book-club/) Submit (/submit/) Join (/join/) Support (/support/) Donate (/donate/) Fashioning a Wardrobe in the Languages of God S. J. Pearce on Medieval Poetry A woman stands at the edge of the dirt road that heads out of the Spanish city of Córdoba to the south, holding her only son in her arms and bidding farewell to her husband. They exchange gifts and he heads off into the waning night. If this scene had taken place on one of the other roads leading out of the city, it would not have been cause for sadness. The man, a high- level political functionary, might have gone a dozen times with the court entourage to Madinat al-Zahra, the red-and-white palatine city eight kilometers due east, to serve the caliph as a consultant, a mediator, a teacher, and a courtier before returning home to his wife and their child. This goodbye, however, was more permanent and once the woman returned home she recorded the moment in verse: Will her love remember his graceful doe, her only son in her arms as he parted? On her left hand he placed a ring from his right, on his wrist she placed her bracelet. As a keepsake she took his mantle from him, And he in turn took hers from her. Would he settle, now, in the land of Spain, if its prince gave him half his kingdom? —Peter Cole. -
JEWISH SOCIETY and CULTURE I: ANTIQUITY and the MIDDLE AGES Rutgers University, Spring 2013
Professor Paola Tartakoff Office hours: Th 10:30-11:30 and by app’t [email protected] Office: 105 Miller Hall, 14 College Ave. 732-932-4021 JEWISH SOCIETY AND CULTURE I: ANTIQUITY AND THE MIDDLE AGES Rutgers University, Spring 2013 History 506:271 / Jewish Studies 563:201 / Middle Eastern Studies 685:208 Mon/Wed 1:10-2:30, Murray 210 Course Description: Required for majors and minors in Jewish Studies, this course examines the social, intellectual, and religious life of the Jewish people from Israel's beginnings to the expulsion of the Jews from Spain in 1492. It starts with an overview of the history of Israel from c. 1400 B.C.E. to the end of the Babylonian Captivity. Next it turns to the Second Temple Period, focusing on Israel's encounter with Hellenism, Jewish eschatological hopes, and Jewish life under Roman rule. The course then explores the Jewish experience in the early medieval period. Topics in this section include the rise of rabbinic Judaism, Christianity, and Islam, the world of the Babylonian academies, and Jewish life under Visigothic and Muslim rule. The last portion of the course examines Jewish life under Christian rule in Sepharad and Ashkenaz. It emphasizes important trends in medieval Jewish thought and traces the evolution of medieval anti-Judaism. Core Curriculum Learning Goals: • H: Understand the bases and development of human and societal endeavors across time and place • K: Explain the development of some aspect of a society or culture over time, including the history of ideas or history of science • I: Employ historical reasoning to study human endeavors Additional Learning Goals: • Acquire an overview of major developments in the history of the Jewish people from Israel’s beginnings to 1492 • Learn to analyze primary sources critically Required Text (available at the Rutgers University Bookstore, Ferren Mall, One Penn Plaza, 732-246- 8448): The Jews: A History, ed. -
Grammatical Remarks in the Commentary of Abraham Ibn Ezra on Qohelet *
Sefarad Vol 56, Fasc. 1 (1996) GRAMMATICAL REMARKS IN THE COMMENTARY OF ABRAHAM IBN EZRA ON QOHELET * MARIANO GOMEZ ARANDA CSIC. Madrid As is well-known, Abraham Ibn Ezra's Biblical commentaries train his knowledge of astronomy, astrology, philosophy, grammar, and other subjects on the interpretation of the Biblical text. Of all these disciplines, he regards Hebrew grammar as the most important vehicle for the establishment of the meaning of a word or a verse. Therefore, his commentaries are full of grammatical theories, which were further developed in his subsequent grammatical works. In his commentary on Qohelet, Ibn Ezra makes numerous gram- matical remarks. Some are directly connected with the meaning of the text of Qohelet, but others are longer excurssuses about grammar unconnected to the meaning of Qohelet. This article will analyze Ibn Ezra's grammatical theories in his commentary on Qohelet against the backdrop of other works and the theories of earlier grammarians '. PRONUNCIATION OF THE HEBREW CONSONANTS In his commentary on Qoh 5:1, Ibn Ezra introduces a long discussion on the language of religious poems, especially those by My deepest appreciation to Dr. David S. Sperling from HUC-JIR in New York for his help with my English. ' For the text of Ibn Ezra's Commentary on Qohelet, cf. M. GÓMEZ ARANDA (éd.), El comentario de Abraham Ibn Ezra al libro del Eclesiastés. (Introducción, traducción y edición crítica), Madrid 1994. In the cases of Biblical quotations, I have translated them according to Ibn Ezra's explanations, but sometimes I have used the translation The Holy Bible. -
Book Review Hasan-Rokem, Galit, Hess, Tamar S., and Kaufman, Shirley, Eds. the Defiant Muse: Hebrew Feminist Poems from Antiquit
Book Review Hasan-Rokem, Galit, Hess, Tamar S., and Kaufman, Shirley, eds. The Defiant Muse: Hebrew Feminist Poems from Antiquity to the Present. A Bilingual Anthology. Foreword by Alicia Suskin Ostriker. New York: The Feminist Press of the City University of New York, 1999. London: Loki Books in association with The European Jewish Publication Society and the Arts Council of England, 2000. This anthology is a contribution to both Hebrew and English scholarship. A collection, which draws together poetry by women -- written in Hebrew -- from the period of the Bible, the Babylonian exile, the Spanish exile and the Mediterranean exile which followed it, the eastern- European exile, and the early Ottoman period in Palestine is a remarkable scholarly achievement. It had been generally assumed that no such body of work existed, neither poetry nor prose. Therefore, "women's voices in Hebrew" seemed a contradiction in terms for those of use who had been familiar with the historical usurpation of the Hebrew language as an exclusively masculine domain. Writing in the mid-18th century, Sarah Rebecca Rachel Leah Horowitz (yes, she was given the names of all the matriarchs, and even worked them as an acrostic into her poem) daughter of a prominent central European rabbi, comments on this, apparently without irony or protest. Addressing God in perfect, prayer-book Aramaic, Ya Ribbon Olam, she acknowledges the fact that women were to be confined to "easy languages" -- i.e. whatever daily language was in use in the place where they lived (in her case, Yiddish). God, Lord of all the worlds, You created in six days Heaven and earth and all that is firmly planted By means of ten sayings. -
Cultural Flourishing in Tenth Century Muslim Spain Among Muslims, Jews, and Christians
CULTURAL FLOURISHING IN TENTH CENTURY MUSLIM SPAIN AMONG MUSLIMS, JEWS, AND CHRISTIANS A Thesis submitted to the Faculty of The School of Continuing Studies and of The Graduate School of Arts and Sciences in partial fulfillment of the requirements for the degree of Master of Arts in Liberal Studies By Marilyn Penn Allen, B.S. Georgetown University Washington D.C. December 17, 2008 Copyright 2008 by Marilyn Penn Allen All Rights Reserved ii CULTURAL FLOURISHING IN TENTH CENTURY MUSLIM SPAIN AMONG MUSLIMS, JEWS, AND CHRISTIANS Marilyn Penn Allen, B.S. Mentor: Ori Z. Soltes, Ph.D. ABSTRACT This thesis seeks to discover what made it possible for such an extraordinary cultural flourishing to occur among Muslims, Jews, and Christians in tenth century Muslim Spain during the reign of the Umayyad Muslim leader Abd al-Rahman III and his Jewish vizier (minister of state), Hasdai ibn Shaprut. What historical, societal, and personal factors made it possible for these two leaders to collaborate? My analysis primarily looks at the time of Muslim rule in Medieval Spain (called al-Andalus by the Muslims and Sepharad by the Jews) from 711 to 1031 C.E. However, in order to place that time period in context, it is important to look at what was happening in Spain before the Muslim invasion as well as what was happening in the known world, in particular the Mediterranean basin, from the first to the eleventh centuries. For example, the Muslim empire spread rapidly in the seventh and eighth centuries, eventually encompassing the territories from Spain to the Indus River and controlling all the trade routes across the Mediterranean.