The Student Voice in Designing a Jewish Studies High School Curriculum: a Case Study
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Jewish Studies in the College of Arts and Letters
Jewish Studies In the College of Arts and Letters OFFICE: Arts and Letters 384 Impacted Program TELEPHONE: 619-594-5327 / FAX: 619-594-8696 The modern Jewish studies major is an impacted program. To be http://jewishstudies.sdsu.edu admitted to the modern Jewish studies major, students must meet the following criteria: Faculty a. Complete preparation for the major; Jewish studies is administered by the Modern Jewish Studies b. Complete a minimum of 60 transferable semester units; Executive Board of San Diego State University. Faculty assigned to teach courses in modern Jewish studies are drawn from the Depart- c. Have a minimum cumulative GPA of 2.0. ments of English and Comparative Literature; European Studies; To complete the major, students must fulfill the degree requirements History; Linguistics and Asian/Middle Eastern Languages; and for the major described in the catalog in effect at the time they are Religious Studies. accepted into the premajor at SDSU (assuming continuous enrollment). Director and Undergraduate Adviser: Risa Levitt (Religious Studies) Committee: Major Academic Plans (MAPs) Bar-Lev (Linguistics, Emeritus) Visit http://www.sdsu.edu/mymap for the recommended courses Baron (History) needed to fulfill your major requirements. The MAPs Web site was Cayleff (Women’s Studies) created to help students navigate the course requirements for their Cummins-Lewis (English) majors and to identify which General Education course will also fulfill a Grossbard (Economics) major preparation course requirement. Koster (Management Information Systems) Modern Jewish Studies Major Levitt (Religious Studies) McIllwain (Public Affairs) With the B.A. Degree in Liberal Arts and Sciences Mohammed (Religious Studies) (Major Code: 15102) (SIMS Code: 114102) Moore (Religious Studies) All candidates for a degree in liberal arts and sciences must Shapovalov (Russian) complete the graduation requirements listed in the section of this catalog on “Graduation Requirements.” Offered by Jewish Studies A minor is not required with this major. -
Orthodoxy in American Jewish Life1
ORTHODOXY IN AMERICAN JEWISH LIFE1 by CHARLES S. LIEBMAN INTRODUCTION • DEMOGRAPHIC CHARACTERISTICS OF ORTHODOXY • EARLY ORTHODOX COMMUNITY • UNCOMMITTED ORTHODOX • COM- MITTED ORTHODOX • MODERN ORTHODOX • SECTARIANS • LEAD- ERSHIP • DIRECTIONS AND TENDENCIES • APPENDLX: YESHIVOT PROVIDING INTENSIVE TALMUDIC STUDY A HIS ESSAY is an effort to describe the communal aspects and institutional forms of Orthodox Judaism in the United States. For the most part, it ignores the doctrines, faith, and practices of Orthodox Jews, and barely touches upon synagogue hie, which is the most meaningful expression of American Orthodoxy. It is hoped that the reader will find here some appreciation of the vitality of American Orthodoxy. Earlier predictions of the demise of 11 am indebted to many people who assisted me in making this essay possible. More than 40, active in a variety of Orthodox organizations, gave freely of their time for extended discussions and interviews and many lay leaders and rabbis throughout the United States responded to a mail questionnaire. A number of people read a draft of this paper. I would be remiss if I did not mention a few by name, at the same time exonerating them of any responsibility for errors of fact or for my own judgments and interpretations. The section on modern Orthodoxy was read by Rabbi Emanuel Rackman. The sections beginning with the sectarian Orthodox to the conclusion of the paper were read by Rabbi Nathan Bulman. Criticism and comments on the entire paper were forthcoming from Rabbi Aaron Lichtenstein, Dr. Marshall Ski are, and Victor Geller, without whose assistance the section on the number of Orthodox Jews could not have been written. -
The Philosophy of Informal Jewish Education Barry Chazan
The Philosophy of Informal Jewish Education Barry Chazan Table of Contents Abstract.....................................................................................................................1 A New Era of Education ..........................................................................................1 The Origins of Informal Jewish Education............................................................2 Defining Informal Education ..................................................................................3 Some Examples of Informal Jewish Education .....................................................4 The Defining Characteristics of Informal Jewish Education...............................7 1. Person-Centered Jewish Education.................................................................7 2. The Centrality of Experience..........................................................................8 3. A Curriculum of Jewish Experiences and Values...........................................9 4. An Interactive Process ..................................................................................10 5. The Group Experience ..................................................................................11 6. The “Culture” of Jewish Education ..............................................................12 7. An Education That Engages..........................................................................14 8. Informal Jewish Education’s Holistic Educator ...........................................14 What is Unique About -
Jewish Studies San Francisco State University Bulletin 2020-2021
Jewish Studies San Francisco State University Bulletin 2020-2021 4. Students gain knowledge of the relationships of Jews and Judaism JEWISH STUDIES to other peoples, religions, and cultures in the Americas, Europe, the Middle East, and North Africa. College of Liberal & Creative Arts 5. Students gain knowledge of the ways that Jews and Judaism illuminate the histories, literatures, religions, and cultures of non- Dean: Dr. Andrew Harris Jews in the world. Department of Jewish Studies 6. Students gain knowledge of the ways that non-Jewish histories, Humanities Building, Room 416 literatures, religions, and cultures are necessary to understand Jews Phone: (415) 338-6075 and Judaism in the world. Website: http://jewish.sfsu.edu/ 7. Students find, read, understand, and assimilate primary and secondary research materials. Department Chair: Kitty Millet Undergraduate Advisors: Astren, Dollinger, Gross, Kaplan, Millet Professor FRED ASTREN (1996), Professor of Jewish Studies; B.E.S. (1979), Program Scope University of Minnesota; M.A. (1989), Ph.D. (1993), University of The Bachelor of Arts in Modern Jewish Studies program is designed California, Berkeley. to provide an understanding of Jews and Judaism in terms of the interactions of culture, history, and religion. The challenge of modernity MARC L. DOLLINGER (2002), Professor of Jewish Studies; B.A. (1986), faced by Jews and Judaism over the last two hundred years has University of California, Berkeley; M.A. (1989), Ph.D. (1993), University of transformed traditional Jewish societies and generated a great measure California, Los Angeles. of difference and diversity. After a history of more than two millennia, ERAN KAPLAN (2011), Professor of Jewish Studies; B.A. -
The Religious Implications of an Historical Approach to Jewish Studies
DOCUMENT RESUME ED 482 214 SO 035 468 AUTHOR Furst, Rachel TITLE The Religious Implications of an Historical Approach to Jewish Studies. PUB DATE 2001-00-00 NOTE 59p.; Prepared by the Academy for Torah Initiatives and Directions (Jerusalem, Israel). AVAILABLE FROM Academy for Torah Initiatives and Directions,9 HaNassi Street, Jerusalem 92188, Israel. Tel: 972-2-567-1719; Fax: 972-2-567-1723; e-mail: [email protected]; Web site: http://www.atid.org/ . PUB TYPE Reports Descriptive (141) EDRS PRICE EDRS Price MF01/PC03 Plus Postage. DESCRIPTORS Curriculum Development; Discourse Communities; *Jews; *Judaism; *Religion Studies; *Religious Factors; Research Methodology; Scholarship IDENTIFIERS Historical Methods; *Jewish Studies; *Torah ABSTRACT This project examines the religious implications of an approach to "limmudei kodesh" (primarily the study of Talmud) and "halakhah" (an integration of academic scholarship with traditional Torah study and the evaluation of the educational pros and cons of a curriculum built on such a synthesis) .In the concerted effort over the past century to develop a program of "Torah U-Madda" that synthesizes Torah and worldly pursuits, Torah scholars have endorsed the value of secular knowledge as a complimentary accoutrement to the "Talmud Torah" endeavor, but few have validated the application of secular academic tools and methodologies to Torah study or developed a model for such integrated Torah learning. The Torah scholar committed to synthesis seeks to employ historical knowledge and methodological tools in the decoding of halakhic texts as a means of contributing to the halakhic discourse. Traditional "Talmud Torah" does not address the realm of pesak halakhah, but it is nonetheless considered the highest form of religious expression. -
Learning from Jewish Education
ADVANCING THE LEARNING AGENDA IN JEWISH EDUCATION ADVANCING THE LEARNING AGENDA IN JEWISH EDUCATION Edited by JON A. LEVISOHN and JEFFREY S. KRESS Boston 2018 The research for this book and its publication were made possible by the generous support of the Jack, Joseph and Morton Mandel Center for Studies in Jewish Education, a partnership between Brandeis University and the Jack, Joseph and Morton Mandel Foundation of Cleveland, Ohio. Library of Congress Cataloging-in-Publication Data Names: Levisohn, Jon A., editor. | Kress, Jeffrey S., editor. Title: Advancing the learning agenda in Jewish education / Jon A. Levisohn and Jeffrey S. Kress, editors. Description: Boston: Academic Studies Press, 2018. | Includes bibliographical references. Identifiers: LCCN 2018023237 (print) | LCCN 2018024454 (ebook) | ISBN 9781618117540 (ebook) | ISBN 9781618117533 (hardcover) | ISBN 9781618118790 (pbk.) Subjects: LCSH: Jews—Education. | Jewish religious education. | Judaism—Study and teaching. Classification: LCC LC715 (ebook) | LCC LC715 .A33 2018 (print) | DDC 296.6/8—dc23 LC record available at https://lccn.loc.gov/2018023237 © Academic Studies Press, 2018 ISBN 978-1-618117-53-3 (hardcover) ISBN 978-1-618117-54-0 (electronic) ISBN 978-1-618118-79-0 (paperback) ISBN 978-1-644692-83-7 (open access) Book design by Kryon Publishing Services (P) Ltd. www.kryonpublishing.com Cover design by Ivan Grave Published by Academic Studies Press 28 Montfern Avenue Brighton, MA 02135, USA [email protected] www.academicstudiespress.com Effective October 15th, 2019, this book will be subject to a CC-BY-NC license. To view a copy of this license, visit https://creativecommons.org/licenses/by-nc/4.0/. Other than as provided by these licenses, no part of this book may be reproduced, transmitted, or displayed by any electronic or mechanical means without permission from the publisher or as permitted by law. -
Princeton University Ronald O
PRINCETON UNIVERSITY RONALD O. PERELMAN INSTITUTE FOR JUDAIC STUDIES Program in JUDAIC STUDIES SPRING 2018 RONALD O. PERELMAN INSTITUTE FOR JUDAIC STUDIES I am delighted to have the opportunity to establish this program, which will shape intellectual concepts in the eld, promote interdisciplinary research and scholarship, and perhaps most important, bring Jewish civilization to life for Princeton students— Ronald O. Perelman In 1995 nancier and philanthropist Ronald O. Perelman, well known as an innovative leader and generous supporter of many of the nation’s most prominent cultural and educational institutions, gave Princeton University a gi of $4.7 million to create a multidisciplinary institute focusing on Jewish studies. e establishment of the Ronald O. Perelman Institute for Jewish Studies produced the rst opportunity for undergraduate students to earn a certicate in Jewish Studies, strengthening Princeton’s long tradition of interdisciplinary studies and broad commitment to Jewish culture. e gi from Mr. Perelman, chairman and chief executive ocer of MacAndrews and Forbes Inc., also supports a senior faculty position—the Ronald O. Perelman Professor of Jewish Studies— and a wide variety of academic and scholarly activities that bring together leading scholars to examine Jewish history, religion, literature, thought, society, politics and cultures. FACULTY Executive Committee Leora Batnitzky, Religion Lital Levy, Comparative Literature Yaacob Dweck, History Laura Quick, Religion Jonathan Gribetz, Near Eastern Studies Marina Rustow, Near Eastern Studies Martha Himmelfarb, Religion Esther Schor, English William C. Jordan, History Moulie Vidas, Religion Eve Krakowski, Near Eastern Studies ASSOCIATED FACULTY David Bellos, French and Italian Daniel Heller-Roazen, Comparative Literature Jill S. Dolan, English, Dean of the College Stanley N. -
Recent Trends in Jewish Food History Writing
–8– “Bread from Heaven, Bread from the Earth”: Recent Trends in Jewish Food History Writing Jonathan Brumberg-Kraus Over the last thirty years, Jewish studies scholars have turned increasing attention to food and meals in Jewish culture. These studies fall more or less into two different camps: (1) text-centered studies that focus on the authors’ idealized, often prescrip- tive construction of the meaning of food and Jewish meals, such as biblical and postbiblical dietary rules, the Passover Seder, or food in Jewish mysticism—“bread from heaven”—and (2) studies of the “performance” of Jewish meals, particularly in the modern period, which often focus on regional variations, acculturation, and assimilation—“bread from the earth.”1 This breakdown represents a more general methodological split that often divides Jewish studies departments into two camps, the text scholars and the sociologists. However, there is a growing effort to bridge that gap, particularly in the most recent studies of Jewish food and meals.2 The major insight of all of these studies is the persistent connection between eating and Jewish identity in all its various manifestations. Jews are what they eat. While recent Jewish food scholarship frequently draws on anthropological, so- ciological, and cultural historical studies of food,3 Jewish food scholars’ conver- sations with general food studies have been somewhat one-sided. Several factors account for this. First, a disproportionate number of Jewish food scholars (compared to other food historians) have backgrounds in the modern academic study of religion or rabbinical training, which affects the focus and agenda of Jewish food history. At the Oxford Symposium on Food and Cookery, my background in religious studies makes me an anomaly. -
What We Know About... the Effects of Jewish Education on Jewish
·grams in Jewish What We Know About... _n Association for The Effects of Jewish Education on Jewish Identification activity. Arnold Dashefsky 3racterizes al and life Does a child's continued involvement in Jewish study produce an adult com mitment to Jewish behavior and identity? Stated differently, how does the 1ective the Jewish education of a child contribute to the creating of an self-identifying adult Jew? This core question is the focus of Dr. Dashefsky's article. He cur €nted; i.e., rentlyserves as Professor of Sociology at the University of Connecticut in Storrs, where he is also the Director of the Center for Judaic Studies and Contemporary ~llead to a Jewish Life. ielf-under ng experi of contin WELL-RESPECTED BUSINESSMAN, ACCORDING TO AN APOCRYPHAL STORY, REGISTERED HIS SON IN A A well-known western university. As the father examined the bulletin of courses describ lnces indi ing the requirements, he began to shake his head dubiously. He turned to the dean and asked her, 'ienced by "Does my son have to take all of these classes? Can't you make it shorter? He wants to get through quickly." "Certainly he can take a shorter course," replied the dean, "but it depends on what he wants to make of himself. To grow a redwood takes hundreds of years, but it takes much less than one hun dred days to grow a cucumber!" "\ The lesson of the dean's remark is that the more energy invested in one's education, the stronger Vthe available and more powerful will be the outcome. -
Jewish Studies 1
Jewish Studies 1 JEWISH STUDIES With courses in ancient, medieval, early modern, and modern Jewish history, religion, culture, law, literature, and contemporary society, the Jewish studies minor provides students with a nuanced understanding of the living and historical traditions of Judaism, the Jewish people, and the modern State of Israel. Jewish studies at Fordham seeks to introduce students to Jewish history and culture within the larger framework of Jews’ interaction with other people, with a focus on Jewish-Christian relations, thereby furthering Fordham’s mission to foster in its students an understanding of different cultures and ways of life so they may be prepared “for an increasingly multicultural and multinational society.” Courses in Jewish studies are integrated across Fordham’s curriculum, and across its campuses and departments, among them History; Theology; Sociology and Anthropology; Art History; English; Women, Gender, and Sexuality Studies; and Fordham Law. Many of the courses are part of Fordham’s Core Curriculum. With a minor in Jewish studies students will be able to follow a coherent course of study outside their majors and acquire cross-cultural literacy, while fulfilling their Core requirements. By enrolling in a Jewish studies minor students will acquire: • knowledge and understanding of Jewish culture and history across a broad chronological and geographic scope; • the ability to question dominant social assumptions by gaining cross- cultural literacy; • an awareness of interaction and mutual influence among Jews and their Christian, Muslim, and other neighbors over the course of history; • an awareness of the complexity of social identities, as well as of social divisions and prejudice; • the ability to understand how minority cultures live, adapt, and retain their identities among majority cultures; • the skills necessary to find and interpret complex sources and apply them to a larger project; • the ability to apply methods and theories from several disciplines to their studies. -
AJS Perspectives: the Magazine TABLE of CONTENTS of the Association for Jewish Studies President from the Editor
ERSPECTIVESERSPECTIVES AJSPPThe Magazine of the Association for Jewish Studies IN THIS ISSUE: Orthodoxy Then and Now SPRING 2008 AJS Perspectives: The Magazine TABLE OF CONTENTS of the Association for Jewish Studies President From the Editor. 3 Sara R. Horowitz York University Editor From the President . 5 Allan Arkush Binghamton University From the Executive Director . 7 Editorial Board Howard Adelman Orthodoxy Then and Now Queen's University Alanna Cooper University of Massachusetts Amherst Becoming Orthodox: The Story of a Denominational Label Jonathan Karp Jeffrey C. Blutinger . 8 Binghamton University Heidi Lerner Historicizing Orthodoxy Stanford University Frances Malino Jay Berkovitz . 12 Wellesley College Vanessa Ochs Thoughts on the Study of the Orthodox Community: University of Virginia After Thirty-Five Years Riv-Ellen Prell Samuel Heilman . 16 University of Minnesota Shmuel Shepkaru University of Oklahoma Religious Feminism in Israel: A Revolution in Process Abe Socher Irit Koren. 20 Oberlin College Shelly Tenenbaum Haredi Counter History: Some Theoretical Clark University and Methodological Aspects Keith Weiser York University Nahum Karlinsky . 26 Steven Zipperstein Stanford University Haredim and the Study of Haredim in Israel: Managing Editor Reflections on a Recent Conference Karin Kugel Kimmy Caplan and Nurit Stadler. 30 Executive Director Rona Sheramy Graphic Designer Perspectives on Technology: Matt Biscotti Wild 1 Graphics, Inc. Researching Orthodox Judaism Online Heidi Lerner . 36 Please direct correspondence to: Association for Jewish Studies Ethnographic Sketches from the Future of Jewish Studies Center for Jewish History 15 West 16th Street Marcy Brink-Danan . 42 New York, NY 10011 Voice: (917) 606-8249 Reflections on Jewish Studies, Twenty Years Later Fax: (917) 606-8222 E-Mail: [email protected] Howard Tzvi Adelman. -
Recent Trends in Supplementary Jewish Education
Recent Trends in Recent Trends in Recent Trends Jewish Education Supplementary Supplementary Jewish Education Jack Wertheimer JACK WERTHEIMER Adar 5767 March 2007 Recent Trends in Supplementary Jewish Education JACK WERTHEIMER Adar 5767 March 2007 © Copyright 2007, The AVI CHAI Foundation Table of Contents Letter from AVI CHAI’s Executive Director – North America 1 The Current Scene 3 A New Era? 3 Continuing Challenges to the Field 5 How Little We Know 7 Strategies for Change 10 Some Overall Strategic Issues 10 National Efforts 12 Local Initiatives 16 Evaluation 19 AVI CHAI’s Engagement with the Field 21 Acknowledgements 23 Letter from AVI CHAI’s Executive Director – North America Since its founding over two decades ago, The AVI CHAI Foundation has focused on Jewish education, primarily, in the past dozen years, to enhance day schools and summer camping. The Foundation also hopes to contribute to other arenas of Jewish education by supporting “thought leadership,” which may take the form of research, re-conceptualization, assessment and other intellectual initiatives. Toward that end, the Foundation commissioned this examination of recent trends in the field of supplementary Jewish education in order to help inform itself and a wider public concerned about such schooling. As a next step, AVI CHAI intends to support three research initiatives—described at the conclusion of the report—designed to stimulate new lines of inquiry in the field of supplementary Jewish education. As is clear from the report, the supplementary school field is in a process of evolution that is not yet well understood. Change provides both opportunities and challenges.