Jewish Ethics: Theory and Practice 4 David A
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I. the Rodef Shalom in Rabbinic Texts Study the Following Mishnah (3Rd Century CE, Land of Israel) Carefully in Havruta (Study Partner)
The Rodef Shalom: From Text to History to Global Network Rabbi Daniel Roth, PhD Pardes Center for Judaism and Conflict Resolution [email protected] I. The Rodef Shalom in Rabbinic Texts Study the following Mishnah (3rd Century CE, Land of Israel) carefully in havruta (study partner). Make a list of all of the questions you can think of on this Mishnah. משנה אבות א:יב Mishnah, Avot, 1:12 הלל אומר: :Hillel says הווי תלמידו של אהרן. .Be a student of Aaron אוהב שלום A lover of peace ורודף שלום ,(A pursuer of peace (rodef shalom אהב את הבריות ,A lover of people ומקרבן לתורה. .Who brings them closer to Torah ____________________________________________________________________________ ____________________________________________________________________________ __________________________________ [Save for Group Discussion] 1. Why Be a Student of Aaron? Why do you think the Mishnah first said to be a student of Aaron’s, instead of just “a lover of peace and pursuer of peace"? How does Rabbi Shmuel de Ozedah (16th century Tzfat, Land of Israel) answer this question in his commentary on the mishnah? ר' שמואל די אוזידא, מדרש שמואל אבות Midrash Shmuel, Avot 1:12 (Rabbi Shmuel de א:יב (Ozedah And it is possible that he said "be of the students of ואיפשר עוד שאמר "הוי מתלמידיו של Aaron," and did not (just) say "be a lover of peace" since אהרן" ולא אמר 'הוי אוהב שלום' לפי שכל every person in their own eyes is a lover of peace, and אדם בעיני עצמו הוא אוהב שלום ואף אם even if he is a person of strife and conflict, he does not הוא איש ריב ומדון אינו רואה חובה לעצמו see any fault with himself. -
USY's Scooby Jew Convention
April 2015 5775 USY’s Scooby Jew Convention In This Issue: By Mayer Adelberg On February 20, 2015, over one hundred teens converged on the Flamingo From the Rabbi Resort and Spa in Santa Rosa, California. It was a weekend of Jewish Page 3 learning, ruah (spirit) and fun, and the theme for this fantastic convention was, none other than, Scooby Doo. The three-day convention, called ISS (Intensive Study Seminar), was the first convention of the year where eighth graders were invited. Although President’s they were part of their own semi-separate convention (8th Grade Shabba- Perspective ton), they still intermingled with the USYers for some programs and for Page 5 meals. ISS was a weekend of Judaism and Jewish learning. As Calendar a youth group Pages 14 & 15 which is part of the Conservative movement, New Frontier USY incorporates prayer April experiences into Birthdays our conventions; Page 21 for ISS these were held in transformed hotel rooms. April The approach was Anniversaries interactive and Page 22 non-traditional, while the fundamental elements of the services were kept intact. Programming is a major part of ISS. With programs that cover Judaism as well as programs that completely relate to USYers’ lives, it is an important 100% club element that takes planning and serious consideration. At ISS, we had programs such as Israeli Capture the Flag, Pe’ah it Forward (discussing Pages 23 & 24 Sh’mittah), Parsha Palooza, and Jewpardy (Jewish Jeopardy.) “ISS was an incredible experience where I got to meet people who other- contributions wise I wouldn’t have even known existed,” says Danielle Horovitz, an 8th Pages 25 & 26 grader in Saratoga USY attending her first convention. -
Well, Can There Be Jewish Ethics Or Not?
Thejoumalof jewish Thought and Philosophy, Vol. S,pp. 237-241 © 1996 Reprints available directly from the publisher Photocopying permitted by license only Well, Can There Be Jewish Ethics or Not? Menachem Kellner Univeriry oj Haifa I was asked to respond to a group of articles on the subject, "Can There Be a Jewish Ethics?" and gladly undertook to do so. I was sent five won- derful articles, not one of which actually addressed the proposed topic head on. Lenn Goodman rejects the question as "uncivil" and explains elegantly why that is so. Norbert Samuelson dismisses the question as "uninteresting" and goes on to other issues which interest him more. The question is unin- teresting, he maintains, because the answer is "of course, why not." "Of course," because there is obviously a vast amount of Jewish ethical thought and writing. To the "why not?" reply Samuelson proposes two "uninterest- ing" philosophic answers: Jewish ethics is not universal and thus not ethics or Jewish ethics is universal and thus not Jewish. In order to understand Samuelson's point, a number of distinctions must be drawn. Three senses of the term "ethics" must be distinguished: desciptive eth- ics, normative ethics, and meta-ethics. The first describes what has in fact been taught about ethics. It is trivially true that there can be Jewish ethics in the descriptive sense, as pointed out by Kenneth Seeskin, Samuelson, and David Novak in their essays. There is a huge body of literature both ex- pressing and analyzing historically Jewish approaches to ethical questions. Normative ethics, on the other hand, seeks not to describe but to pre- scribe, not to tell us what others have said about moral issues, but to tell us what to do when confronted with these issues. -
A Code of Jewish Ethics. Volume 1: You Shall Be Holy
Studies in Christian-Jewish Relations Volume 2, Issue 2 (2007): R18-19 REVIEW Joseph Telushkin A Code of Jewish Ethics. Volume 1: You Shall be Holy (New York: Bell Tower, 2006), xiv + 560 pp. Reviewed by James F. Keenan, S.J., Boston College This is the first of a three volume work, the first code of its kind. This volume deals primarily with character development. The second volume, Love Your Neighbor will address the ethics pertinent to interpersonal relations: obligations to the weakest and most vulnerable; between employers and employees; between Jews and non-Jews; between those who disagree; etc. The final volume, not yet named, will deal with family, friendship and community. As a Christian ethicist who writes on virtue, I found this work very engaging and enlightening. Virtue ethics is basically a departure from most contemporary forms of ethics which establish prescriptions for recommended actions and prohibitions against wrong actions. As opposed to giving priority to the ethical assessment of actions, virtue ethics focuses first, though not exclusively, on persons and their character, and then, on the actions they should or should not perform. Virtue ethics is an attempt to return to the approach that most of the ancients (Jewish, Greek, Roman, etc.) articulated, that is, a character-based ethics that presumes, if you want to perform right actions, you should become a good person first. For this reason virtue ethics follows the adage that "actions follow from being." Moreover, to recommend some character traits or virtues over others, virtue ethicists often rely on narratives of virtuous exemplars. -
Curriculum –Ethics and Jewish Values 7Th Grade
CURRICULUM –ETHICS AND JEWISH VALUES 7TH GRADE Many of the choices we make as Jewish people are rooted in Jewish tradition, notably the Torah (as explained in the Talmud). Goals and objectives: 7th Grade Ethics and Jewish Values will invite students to find the connection between the ethical values and their own life experiences. The focus in each session will fall on solving and applying their own values and ethics with Jewish learning, and then moving towards the truth of his or her own personal meaning (there are a number of answers with different student opinions). Students will work in groups to identify the different themes and to find “the right answer” to a complex series of ethical dilemmas. This is a continuation of the 5th and 6th Grades Ethics Curricula. Textbook: “You be the Judge” – Book 3. Unit 1: 2 sessions – 30 minutes each Key Concepts: Tikkun Olam – Fixing the brokenness in the world. You be the Judge: Book 3: Stories 46 and 48 Activities: • Group work to address different themes and trying to arrive at what they view is a “Right” answer to complex series of ethical dilemmas • Use of internet: http://synagoguestudies.org/jewish-ethics-challenge- where-do-you-stand Assessments: • Participation/thoughtful answers Unit 2: 1 to 2 sessions- 30 minutes each Key Concept: Shmirat ha-teva – Guarding the environment-protecting the environment in Israel and all over the world-making an impact on the environment. Also: You be the Judge Book 3: Story no 11. Unit 3: 1 to 2 sessions- 30 minutes each Key Concept: Shmirat Ha-guf – the mitzvah of guarding the body. -
Women's Torah Text
Index by Author . Foreword: The Different Voice of Jewish Women Rabbi Amy Eilberg . Acknowledgments . Introduction ......................................... What You Need to Know to Use This Book . Rabbinic Commentators and Midrashic Collections Noted in This Book . Bereshit/Genesis Bereshit ₍:‒:₎: The Untold Story of Eve Rabbi Lori Forman . Noach ₍:‒:₎: Mrs. Noah Rabbi Julie RingoldSpitzer . Lech Lecha ₍:‒:₎: What’s in a Name? Rabbi Michal Shekel. Va ye r a ₍:‒:₎: Positive Pillars Rabbi Cynthia A. Culpeper . Chaye Sarah ₍:‒:₎: Woman’s Life, Woman’s Truth Rabbi Rona Shapiro . Toldot ₍:‒:₎: Rebecca’s Birth Stories Rabbi Beth J. Singer. Vayetze ₍:‒:₎: Wrestling on the Other Side of the River Rabbi Sandy Eisenberg Sasso . Contents Vayishlach ₍:‒:₎: No Means No Rabbi Lia Bass. Vayeshev ₍:‒:₎: Power, Sex, and Deception Rabbi Geela-Rayzel Raphael . Miketz ₍:‒:₎: In Search of Dreamers Rabbi Debra Judith Robbins . Vayigash ₍:‒:₎: Daddy’s Girl Rabbi Shira Stern . Va ye c h i ₍:‒:₎: Serach Bat Asher—the Woman Who Enabled the Exodus Rabbi Barbara Rosman Penzner. Shmot/Exodus Shmot ₍:‒:₎: Rediscovering Tziporah Rabbi Rebecca T. Alpert . Va-era ₍:‒:₎: The Many Names of God Rabbi Karyn D. Kedar . Bo ₍:‒:₎: Power and Liberation Rabbi Lucy H.F. Dinner. Beshalach ₍:‒:₎: Miriam’s Song, Miriam’s Silence Rabbi Sue Levi Elwell . Yitro ₍:‒:₎: We All Stood at Sinai Rabbi Julie K.Gordon . Mishpatim ₍:‒:₎: What Must We Do? Rabbi Nancy Fuchs-Kreimer . Terumah ₍:‒:₎: Community as Sacred Space Rabbi Sharon L. Sobel . Tetzaveh ₍:‒:₎: Finding Our Home in the Temple and the Temple in Our Homes Rabbi Sara Paasche-Orlow . Contents Ki Tissa ₍:‒:₎: The Women Didn’t Build the Golden Calf—or Did They? Rabbi Ellen Lippmann . Vayakhel ₍:‒:₎: Of Women and Mirrors Rabbi Nancy H. -
July 30, 2019 Dear Legislator, We Write to You As Rabbis and Cantors
July 30, 2019 Dear Legislator, We write to you as rabbis and cantors affiliated with T’ruah and J Street to ask that you defend the free speech of all Americans by opposing any efforts to pass legislation penalizing supporters of the Boycott, Divestment and Sanctions (BDS) movement. At both the federal and state level, this type of deeply misguided legislation undermines a core principle of American democracy. These laws do nothing to protect the State of Israel, and they would injure the American Jewish community. While proponents of imposing legislative penalties on BDS supporters portray their efforts as “pro-Israel,” none of these laws have any impact on bringing about a peace agreement, or on wiping out anti-Semitism. Instead, these laws and the debate around them distract us from the real work of supporting Israel -- namely, working toward a two-state solution and a long-term peace agreement that creates a better future for both Israelis and Palestinians, each with self-determination in their own state. J Street and T’ruah do not support or advocate for the Global BDS movement. At the same time, we firmly believe that legislating against boycotts, which are a form of speech protected under the First Amendment, opens the door to much broader government control of public discourse. With our democratic institutions under attack, we must hold the line on our constitutional freedoms. We follow proudly in the footsteps of Supreme Court Justice Louis Brandeis, a renowned Zionist leader, who wrote in the 1927 free-speech case Whitney v. California that our country’s founders “eschewed silence...coerced by law — the argument of force in its worst form.” A true commitment to the First Amendment means we must defend free speech even and especially when we find it objectionable or offensive. -
June 16, 2020 Chairman Eliot Engel Ranking Member Michael Mccaul House Foreign Affairs Committee House Foreign Affairs Committee Washington, D.C
June 16, 2020 Chairman Eliot Engel Ranking Member Michael McCaul House Foreign Affairs Committee House Foreign Affairs Committee Washington, D.C. 20515 Washington, D.C. 20515 Dear Chairman Engel and Ranking Member McCaul: As more than 350 Jewish clergy members from 36 states and the District of Columbia, we write today to raise our voices in support of global lesbian, gay, bisexual, transgender, queer, and intersex (LGBTQI+) human rights. As we mark Pride Month, our faith reminds us that all people are created b’tzelem Elohim, in the divine image, and that we must not stand idly by in the face of injustice. Unfortunately, we know that LGBTQI+ communities face hate and discrimination, and we are deeply concerned about COVID-19’s disproportionate impacts on the lives and dignity of LGBTQI+ people across the world. We strongly urge the House Foreign Affairs Committee to demonstrate its commitment to supporting the needs of LGBTQI+ people during this crisis, including the addition of non-discrimination language and bolstering protections for LGBTQI+ people and other vulnerable groups in international assistance funding and future COVID-19 relief packages, and to hold an LGBTQI+-focused hearing as soon as time allows. Too often, skewed interpretations of religious doctrines are used to stigmatize LGBTQI+ people, justifying the creation and defense of discriminatory laws and norms. As faith leaders, we unequivocally denounce these attempts to use religion to justify oppression. In 70 countries across the globe, being LGBTQI+ is criminalized and, in some countries, a person can be sentenced to death simply because of who they are or whom they love. -
RECONSTRUCTIONIST RABBINICAL COLLEGE and JEWISH RECONSTRUCTIONIST COMMUNITIES
RECONSTRUCTIONIST RABBINICAL COLLEGE and JEWISH RECONSTRUCTIONIST COMMUNITIES 2015 ANNUAL REPORT Watch the video at www.RRC.edu/AR15 RECONSTRUCTIONIST HOME | RABBINICAL EDUCATION | OUR GRADUATES | COMMUNITY | YOU MAKE A | CAMP JRF | FINANCIALS | TAKE ACTION RABBINICAL COLLEGE & BEYOND ENGAGEMENT DIFFERENCE and JEWISH RECONSTRUCTIONIST COMMUNITIES This is the script of a video WHO, you ask, is the WE that you can watch at holding a hand out to www.RRC.edu/AR15 you right now? Is this you? ME. I am a student at RRC because the How about this? College believes in my unique vision for Or this? . Jewish engagement and leadership, and supports If so, let’s join together . me with extensive training in sacred texts, We believe that all of us are a flexible curriculum, responsible for Judaism, and for reconstructing it in each generation, to create the Judaism innovative ritual practices, mentoring in social activism and multifaith conversation, and we want to live today…and tomorrow. entrepreneurial training. When I took my first internship, I felt ready to help … We know that people take many different paths towards meaningful Jewish living, and we ME. I’m a newly elected congregation president with big dreams for our community. must nurture each individual journey. I devote countless hours to finding and engaging people like you. People who can bring open hearts and minds to create something larger than each of us individually—a We embrace and celebrate the diversity of Jews, and see our role as nourishing each other’s community of fellow travelers who learn together, celebrate together and weather hard spirits through mutual support. -
High Holy Days 2021 / 5782 Emanu-El B'bayit Youth and Family
Emanu-El SF CHRONICLE NO. 40 | AUGUST 2021 | ELUL Youth and Family High Holy Days Emanu-El Education 2021 / 5782 B’Bayit PAGES 4 – 7 PAGE 8 Registration PAGE 9 TITLE Opening the Gates High Holy Days 2021 / 5782 2 AUGUST 2021 hhd.emanuelsf.org Shalom Rav from our Rabbi By Richard and Rhoda Goldman Senior Rabbi Beth Singer Monday, August 9th, is the first day s I love to remind you, we often pen these messages of the Hebrew month of Elul. This Aone to two months in advance of publication and, as month is designated for spiritual you already know, post-pandemic, our reality changes preparation for the High Holy Days slowly and quickly at the same time. Are you still feeling ahead. There are countless ways for the lingering effects of shelter-in-place? Have you been to you to engage and renew. Here are the theater? Ball game? Services in the Main? Some in our just a few to consider: Each Friday community leapt back into activities as fast as the rules in Elul for the entire month, starting allowed, while others continue to practice great caution or Friday, August 13th, we use a special have even decided that Home is Best! prayer book with beautiful readings at our One Shabbat 6:00 pm service. As I reflect on this past year, which was “more different” Join us. Spend more time in nature than any other year of my previous 32 years in the Richard and Rhoda Goldman throughout Elul. Engage in acts Senior Rabbi Beth Singer rabbinate, the thing that strikes me is how Jewish rituals of tzedakah. -
Erev Shabbat Service 2.0.Dwd
zay zlaw WELCOMING SHABBAT Congregation Beth Am mr zia zlidw .dg¨Epn§ zA¨W© ,dg¨n§ U¦ e§ dx¨F` l`¥x¨U§ i¦§l df¤ mFi This is our day of light and rejoicing, Sabbath peace, Sabbath rest. - 0 - CONTENTS Meditations before prayer............................................. 3 Opening songs.......................................................... 5 Meditations for Shabbat.............................................. 7 Candle lighting........................................................... 9 Kiddush..................................................................... 11 Blessing for Children................................................... 12 Barchu (Call to Worship)............................................. 18 Sh’ma........................................................................ 22 Amidah..................................................................... 31 English readings following Amidah.............................. 37 Mishebeirach for Healing............................................ 42, 57 Aleinu....................................................................... 45 Readings before Kaddish........................................... 46 Kaddish.................................................................... 52 Additional Songs........................................................ 55 Additional Readings and Meditations........................... 59 - 1 - About This Prayerbook At Beth Am our goal is to create joyous, participatory worship that engages the intellect and deepens Jewish learning; that touches -
Religious Studies (RLST) 1
Religious Studies (RLST) 1 RLST 211 INTRODUCTION TO JEWISH THOUGHT (3) RELIGIOUS STUDIES (RLST) Religious and historical developments of Jewish thought; prominent Jewish philosophers and mystics who shaped its eclectic character. Core: RLST 103 EXPLORING BIBLICAL ARCHAEOLOGY (3) Arts & Humanities. The nature of archaeological evidence, its context, recovery, reconstruction, and interpretation. Includes application of archaeological RLST 225 AMERICAN JEWISH HUMOR (3) evidence in problem solving and the archaeology of Israel. Core: Arts & American Jewish history and culture. Film, television, and literature study. Humanities. Focus on the changing place of Jews in American society. Core: United States as a Nation. RLST 105 INTRODUCTION TO THE STUDY OF RELIGION (3) RLST 270 TOPICS IN RELIGIOUS STUDIES (3) Introduction to diverse topics in the study of religion. May be repeated for Study of world religious traditions informed by comparative, historical a maximum of six units provided a different topic is covered. and phenomenological methodologies. Not open to students who have successfully completed PHIL 105. Core: Global Perspectives. RLST 305 FAITH PERSPECTIVES IN MEDICAL ETHICS (3) RLST 201 INTRODUCTION TO THE HEBREW BIBLE (3) Hindu, Buddhist, Islamic, Christian, and Jewish perspectives on issues in medical ethics including the role of the doctor, abortion, cloning, pre Overview of the history, literature, culture of the Hebrew Bible; survey gender selection, mental health, and euthanasia. Prerequisite: One course of various biblical