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Schooחחl Profile 2018-2019
l Profile 2018-2019חחSchoo 2018-2019 COURSE OFFERINGS 19000 Northeast 25th Avenue MATH ENGLISH FINE & PERFORMING ARTS North Miami Beach, Florida 33180 Algebra 1 CP, H English 1-4 CP, H Visual Arts Levels 4, 5 CP P: 305.931.2831 Algebra 2 CP, H English 4 Capstone Senior Portfolio Development 2D H F: 305.931.3903 Geometry Seminar AP Studio Art: Drawing Pre-Calculus CP, H AP English Language & AP Studio Art: 2D Design eHillel.org Calculus H Composition AP Studio Art: 3D Design CEEB Code: 101234 AP Calculus AB AP English Literature & Band CP AP Calculus BC Composition Orchestra CP Statistics H Instrumental Technique 4 H Math for College Readiness Instrumental Ensemble 4 H ENROLLMENT HEBREW LANGUAGE Multivariable Calculus Ulpan (Introduction to Band 5, 6 H Total Students: 1,166 Hebrew) Orchestra 5, 6 H Seniors: 79 SCIENCE Hebrew Language Music Technology and Sound High School: 272 Earth & Space Science CP, H Experience CP Levels 1-3 Engineering CP Biology CP, H, AP Hebrew Language H Chemistry CP, H, AP Levels 1-7 ADDITIONAL REQUIRED Physics CP, H COURSES GRADUATION REQUIREMENTS Anatomy & Physiology JUDAIC STUDIES Design/STEM Fine or Performing Art As a member of the Class of 2019, CP, H Mechina/New Stream Environmental Science CP (for new students): Health a student must earn 31.5 credits in Physical Education Grades 9-12 for graduation, although AP Physics 1 Torah, Holidays, Traditions AP Physics C Classical Jewish History Writing for College Readiness transfer students may not be required 10th Grade Project to fulfill all Judaic Studies credits. -
The Influence of Progressive Judaism in Poland—An Outline
The Influence of Progressive Judaism in Poland ♦ 1 The Influence of Progressive Judaism in Poland—an Outline Michał Galas Jagiellonian University In the historiography of Judaism in the Polish lands the influence of Reform Judaism is often overlooked. he opinion is frequently cited that the Polish Jews were tied to tradition and did not accept ideas of religious reform coming from the West. his paper fills the gap in historiography by giving some examples of activities of progressive communities and their leaders. It focuses mainly on eminent rabbis and preachers such as Abraham Goldschmidt, Markus Jastrow, and Izaak Cylkow. Supporters of progressive Judaism in Poland did not have as strong a position as representatives of the Reform or Conservative Judaism in Germany or the United States. Religious reforms introduced by them were for a number of reasons moderate or limited. However, one cannot ignore this move- ment in the history of Judaism in Poland, since that trend was significant for the history of Jews in Poland and Polish-Jewish relations. In the historiography of Judaism in the Polish lands, the history of the influ- ence of Reform Judaism is often overlooked. he opinion is frequently cited that the Polish Jews were tied to tradition and did not accept ideas of religious reform coming from the West. his opinion is perhaps correct in terms of the number of “progressive” Jews, often so-called proponents of reform, on Polish soil, in comparison to the total number of Polish Jews. However, the influence of “progressives” went much further and deeper, in both the Jewish and Polish community. -
Spring11 Layout 1
NEW BOOKS Talmud, through the Rishonim and Acharonim, to the modern- FROM day halachic decisors, always reaching a practical conclusion. Rabbi Brofsky’s clear prose allows any reader, regardless of Festivals of Faith: Reflections background, to benefit from comprehensive discussions of the on the Jewish Holidays laws of prayer. By Norman Lamm OU Press, Yeshiva University Press, Ktav Darosh Darash Yosef: Discourses of Rav Yosef Dov Halevi Soloveitchik on the Weekly Parashah he publication of a book by one of the By Avishai David Tleading Jewish thinkers of our time, a OU Press, Urim, Yeshivat Torat Shraga man whose mastery of Torah texts is Covenant and Conversation matched by profound insight and remark- By Jonathan Sacks able eloquence, is a cause for celebration. OU Press, Maggid Last year’s pre-Pesach buzz revolved around Rabbi Norman Lamm’s newly published Haggadah, The Unlocking the Torah Text: An In-Depth Royal Table. This year we celebrate his insights on the cycle of Journey into the Weekly Parsha festivals throughout the year, which have been collected into a By Rabbi Shmuel Goldin single volume titled Festivals of Faith: Reflections on the Jewish OU Press, Gefen Holidays. For decades, Rabbi Lamm has been mesmerizing au- diences with his captivating language and compelling messages. eek after week, month after month, year after year, as the He is a preacher par excellence, conveying a Torah message in a Wglobal Jewish community continues the unceasing cycle format that is enjoyable, edifying and uplifting. of Torah reading, we have the ability to study the weekly Around the year, from holiday to holiday, Rabbi Lamm offers parashah in greater depth and with a new perspective. -
“Silence Is Your Praise” Maimonides' Approach To
Rabbi Rafael Salber “Silence is your praise” Maimonides’ Approach to Knowing God: An Introduction to Negative Theology Rabbi Rafael Salber The prophet Isaiah tells us, For my thoughts are not your thoughts, neither are my ways your ways, saith the Lord. For as the heavens are higher than the earth, so are my ways higher than your ways. 73 The content of this verse suggests the inability of mankind to comprehend the knowledge and thoughts of God, as well as the 73 Isaiah 55: 8- 9. The context of the verse is that Isaiah is conveying the message to the people of Israel that the ability to return to God (Teshuvah) is available to them, since the “traits” of God are conducive to this. See Moreh Nevuchim ( The Guide to the Perplexed ) 3:20 and the Sefer haIkkarim Maamar 2, Ch. 3. 65 “Silence is your praise”: Maimonides’ Approach to Knowing God: An Introduction to Negative Theology divergence of “the ways” of God and the ways of man. The extent of this dissimilarity is clarified in the second statement, i.e. that it is not merely a distance in relation, but rather it is as if they are of a different category altogether, like the difference that exists between heaven and earth 74 . What then is the relationship between mankind and God? What does the prophet mean when he describes God as having thoughts and ways; how is it even possible to describe God as having thoughts and ways? These perplexing implications are further compounded when one is introduced to the Magnum Opus of Maimonides 75 , the Mishneh Torah . -
Tehillat Hashem and Other Verses Before Birkat Ha-Mazon
301 Tehillat Hashem and Other Verses Before Birkat Ha-Mazon By: ZVI RON In this article we investigate the origin and development of saying vari- ous Psalms and selected verses from Psalms before Birkat Ha-Mazon. In particular, we will attempt to explain the practice of some Ashkenazic Jews to add Psalms 145:21, 115:18, 118:1 and 106:2 after Ps. 126 (Shir Ha-Ma‘alot) and before Birkat Ha-Mazon. Psalms 137 and 126 Before Birkat Ha-Mazon The earliest source for reciting Ps. 137 (Al Naharot Bavel) before Birkat Ha-Mazon is found in the list of practices of the Tzfat kabbalist R. Moshe Cordovero (1522–1570). There are different versions of this list, but all versions include the practice of saying Al Naharot Bavel.1 Some versions specifically note that this is to recall the destruction of the Temple,2 some versions state that the Psalm is supposed to be said at the meal, though not specifically right before Birkat Ha-Mazon,3 and some versions state that the Psalm is only said on weekdays, though no alternative Psalm is offered for Shabbat and holidays.4 Although the ex- act provenance of this list is not clear, the parts of it referring to the recitation of Ps. 137 were already popularized by 1577.5 The mystical work Seder Ha-Yom by the 16th century Tzfat kabbalist R. Moshe ben Machir was first published in 1599. He also mentions say- ing Al Naharot Bavel at a meal in order to recall the destruction of the 1 Moshe Hallamish, Kabbalah in Liturgy, Halakhah and Customs (Ramat Gan: Bar Ilan University Press, 2000), pp. -
THE CORONAVIRUS PANDEMIC 2019-20 – HISTORICAL, MEDICAL and HALAKHIC PERSPECTIVES Second Edition Rabbi Prof
THE CORONAVIRUS PANDEMIC RABBI PROF. AVRAHAM STEINBERG, MD THE CORONAVIRUS PANDEMIC 2019-20 – HISTORICAL, MEDICAL AND HALAKHIC PERSPECTIVES Second Edition Rabbi Prof. Avraham Steinberg, MD Contents 1. Introduction 2 2. Historical Background 3 a. Pandemics in the past b. The Coronavirus pandemic 3. Medical Background 5 4. Specific rulings and Halakhot 7 a. General behavior and the obligation to listen to the government and experts during a plague b. Defining plague c. Prayers, fasts and charity d. Self-endangerment of the healthcare providers – doctors, nurses, lab personnel, technicians e. Self-endangerment for experimental treatment and discovering a vaccine f. Prayer with a minyan, nesiyat kapayim, Torah reading, yeshivot g. Ha'gomel Blessing h. Shabbat and festivals i. Passover j. Sefirat Ha'omer k. Rosh Hashanah l. Yom Kippur m. Purim n. Immersion in the mikvah o. Immersion of utensils p. Visiting the sick q. Circumcision r. Marriage s. Burial t. Mourning 5. Triage in treating coronavirus patients during severe shortage 32 a. Introduction b. Determining triage priority in various situations when there are insufficient resources I am greatly indebted to Rabbi Dr. Jason Weiner for the English translation & to Dr. Lazar Friedman for his editorial work. 1 THE CORONAVIRUS PANDEMIC RABBI PROF. AVRAHAM STEINBERG, MD c. Halakhic sources on determining lifesaving triage d. Halakhic guidelines on determining priority 6. Miscellaneous 40 7. Conclusion 41 1. Introduction In the modern era, the coronavirus1 pandemic2 has been the most shocking pandemic to the entire world, including experts and scientists, since the Spanish influenza pandemic 100 years ago.3 In recent decades many scientists have arrogantly claimed that in the modern and technologically advanced world there will be no more global pandemics of this sort. -
Noahidism Or B'nai Noah—Sons of Noah—Refers To, Arguably, a Family
Noahidism or B’nai Noah—sons of Noah—refers to, arguably, a family of watered–down versions of Orthodox Judaism. A majority of Orthodox Jews, and most members of the broad spectrum of Jewish movements overall, do not proselytize or, borrowing Christian terminology, “evangelize” or “witness.” In the U.S., an even larger number of Jews, as with this writer’s own family of orientation or origin, never affiliated with any Jewish movement. Noahidism may have given some groups of Orthodox Jews a method, arguably an excuse, to bypass the custom of nonconversion. Those Orthodox Jews are, in any event, simply breaking with convention, not with a scriptural ordinance. Although Noahidism is based ,MP3], Tạləmūḏ]תַּלְמּוד ,upon the Talmud (Hebrew “instruction”), not the Bible, the text itself does not explicitly call for a Noahidism per se. Numerous commandments supposedly mandated for the sons of Noah or heathen are considered within the context of a rabbinical conversation. Two only partially overlapping enumerations of seven “precepts” are provided. Furthermore, additional precepts, not incorporated into either list, are mentioned. The frequently referenced “seven laws of the sons of Noah” are, therefore, misleading and, indeed, arithmetically incorrect. By my count, precisely a dozen are specified. Although I, honestly, fail to understand why individuals would self–identify with a faith which labels them as “heathen,” that is their business, not mine. The translations will follow a series of quotations pertinent to this monotheistic and ,MP3], tạləmūḏiy]תַּלְמּודִ י ,talmudic (Hebrew “instructive”) new religious movement (NRM). Indeed, the first passage quoted below was excerpted from the translated source text for Noahidism: Our Rabbis taught: [Any man that curseth his God, shall bear his sin. -
Geographischer Index
2 Gerhard-Mercator-Universität Duisburg FB 1 – Jüdische Studien DFG-Projekt "Rabbinat" Prof. Dr. Michael Brocke Carsten Wilke Geographischer und quellenkundlicher Index zur Geschichte der Rabbinate im deutschen Sprachgebiet 1780-1918 mit Beiträgen von Andreas Brämer Duisburg, im Juni 1999 3 Als Dokumente zur äußeren Organisation des Rabbinats besitzen wir aus den meisten deutschen Staaten des 19. Jahrhunderts weder statistische Aufstellungen noch ein zusammenhängendes offizielles Aktenkorpus, wie es für Frankreich etwa in den Archiven des Zentralkonsistoriums vorliegt; die For- schungslage stellt sich als ein fragmentarisches Mosaik von Lokalgeschichten dar. Es braucht nun nicht eigens betont zu werden, daß in Ermangelung einer auch nur ungefähren Vorstellung von Anzahl, geo- graphischer Verteilung und Rechtstatus der Rabbinate das historische Wissen schwerlich über isolierte Detailkenntnisse hinausgelangen kann. Für die im Rahmen des DFG-Projekts durchgeführten Studien erwies es sich deswegen als erforderlich, zur Rabbinatsgeschichte im umfassenden deutschen Kontext einen Index zu erstellen, der möglichst vielfältige Daten zu den folgenden Rubriken erfassen soll: 1. gesetzliche, administrative und organisatorische Rahmenbedingungen der rabbinischen Amts- ausübung in den Einzelstaaten, 2. Anzahl, Sitz und territoriale Zuständigkeit der Rabbinate unter Berücksichtigung der histori- schen Veränderungen, 3. Reihenfolge der jeweiligen Titulare mit Lebens- und Amtsdaten, 4. juristische und historische Sekundärliteratur, 5. erhaltenes Aktenmaterial -
Adult Education 2017
Adult Education 2017 Texts ● Culture ● Language ● Faith In troduction Dear Members and Friends, The ACT Jewish Community is proud to present 2017’s Adult Education program. In 2016 we had the opportunity to learn from a variety of amazing scholars, including visiting professors, authors, journalists, and culminating with our Scholar in Residence, Eryn London. This year, we have the opportunity to present a fantastic program that explores the full spectrum of Jewish life and learning. Throughout this document, you will find general information and explanations of each course on offer along with a timetable of all of our programs. Each course will be marked with one or more of the following four symbols; - Torah Scroll – This implies that there is a textual element to this course - Chamtza – This implies there is a cultural element to the course - Aleph – These courses will primarily be language based - Ten Commandments – These courses will include Jewish Laws and Customs and will focus on the religious aspect of Judaism As always, our programs are designed to broadly encompass different ideas, observances, and denominations. Last year we had a record number of attendees, this year we would like to aim for 100% participation. Please do join us, Rabbi Alon Meltzer Week at a Glance Sunday - Shabbat Cooking – 5 Sessions over the course of the year Monday - Jewish Journeys – Weekly (Semester 1) - Midrash for Beginners – Weekly (Semester 2) Tuesday - Paint Night (with wine) – 5 Sessions over the course of the year Wednesday - Café Ivrit – Weekly Thursday - Jewish Philosophy – Weekly (Semester 1) - Poems and Poets – Weekly (Semester 2) Shabbat Cooking Join Rabbi Meltzer for a practical cooking class that will explore different concepts and themes relating to Shabbat laws of the kitchen. -
Rav Soloveitchik on the Jewish Family
MORE CHOICES F A L L 5 7 7 9 / 2 0 1 8 - 1 9 CONTENTS HOW TO REGISTER .................................................................................................................................... 2 EMUNAH: • Section I: Modern Jewish Thought .............................................................................. 4 • Section II: Classical Jewish Thought ............................................................................. 7 • Section III: Personal Growth ...................................................................................... 11 HISTORY AND SOCIETY ............................................................................................................................ 21 SHANA BET LEADERSHIP PROGRAM .......................................................................................................... 24 TANACH: • Section I: Topics in Tanach ......................................................................................... 25 • Section II: Parshat Ha-Shavu’a ................................................................................... 29 • Section III: Chumash ................................................................................................... 35 • Section IV: Sefarim in Nach ........................................................................................ 37 HALACHAH: • Section I: Contemporary Halachah ............................................................................ 41 • Section II: Classic Topics in Halachah ........................................................................ -
This Week at Nitzavim-Vayeilech
.4 September 12, 2020 23rd of Elul 5780 This Week At Nitzavim-Vayeilech SHABBAT MINYANIM IN SHUL @ YICC HALAKHIC CORNER You MUST be pre-registered and on our security list Q: Is one permitted to recite the prayer of Machnisei Rachamim at the end of the Selichot service in which we to be allowed entry into our Minyanim. beseech the angels to help present our prayers to G-d? ALL Minyanim meet in our Shul’s Backyard A: The 5th of the Rambam’s 13 Principles of Faith states that Friday Night: we believe that one must only pray to Hashem and to no other being. Precisely because of this belief, the Maharal Mincha & Kabbalat Shabbat ................. 6:55 pm (Netiv Olam) writes that the paragraph of Machnisei Rachami, one of the concluding prayers of the Selichot Shabbat Day: service this Motzei Shabbat, should be omitted since it is Shacharit .................................. 7:00 & 8:30 am a prayer to angels. Similarly, the Chatam Sofer (Sh”T Shabbat Afternoon: O”C 166) expresses his reservations about this prayer. Mincha .................................................. 6:40 pm He adds that he would regularly elongate his Tachanun at Shiur by Rabbi Proops the conclusion of Selichot so that by the time he was Maariv................................................... 7:38 pm ready to recite Machnisei Rachamim the Chazan had already concluded the service thereby circumventing the Shabbat ends & Havdalah .................... 7:48 pm issue altogether. Interestingly, Rabbi Asher Weiss (Minchas Asher - Moadim) opines that reciting Machnisei SHABBAT AT HOME Rachamim is completely permitted. He reasons that when the Rambam prohibited praying to other beings, the Shabbat Candle Lighting .................. -
Teaching, Prophecy, and the Student Caught Between Them—On the Philosophy of Education of Rav Kook
Teaching, Prophecy, and the Student Caught Between Them—On the Philosophy of Education of Rav Kook Avinoam Rosenak Abstract: This article demonstrates parallels between Rav Kook’s thought and the Platonic position. We meet two different types of students depicted by Rabbi Kook and see the different ways in which he recommends dealing with their problems and the different types of curricular materials that should be offered to them. Understanding Rav Kook’s attitude toward these two types of students must be based on a The Edah Journal deep and wide-ranging inquiry in the areas of aggadah, prophecy, and halakhah that have implications that extend to many matters beyond education. Biography: Dr. Avinoam Rosenak is a lecturer, Department of Jewish Thought in the Hebrew University of Jerusalem. His book, The Prophetic Halakhah, on Rav Kook’s philosophy of halakhah will be published in 2005 by Magnes Press. The Edah Journal 5:1 Edah, Inc. © 2005 Tammuz 5765 Teaching, Prophecy, and the Student Caught Between Them—On the Philosophy of Education of Rav Kook Avinoam Rosenak* I In other words: the problem of forgetting does not apply to understanding, which activates the o what extent can the educational process memory. Through the true act of learning, a T shape a pupil’s personality? Is the pupil’s soul person returns to what was placed within him from a “blank slate” that absorbs the messages the very beginning, and that learning accordingly is transmitted by educators?1 Or might the pupil’s not at risk of being forgotten; the risk applies to character be a given, in which case education need what is written on the “slate.” only adapt curricular materials to the student? In this article, I want to take this argument a step This widely known issue of educational theory has further and note the parallels between Rabbi been raised in connection with the thought of Kook’s thought and the Platonic position.