Kept by Shabbat They Might Integrate the Insights of Human Reason and Science with Jewish Dr
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Parashah 16 Beshalach
Parashah 16 B’shalach - jA;lAvV;b “After he had let go” Torah: Sh’mot (Exodus) 13:17-17:16 Aliyah 1 - 13:17 -14:8 Yisra’el leaves Egypt, armed, w/Yosef’s bones, led by God’s pillars of fire/cloud Aliyah 2 - 14:9 - 14 Pharaoh pursues, Yisra’el doubts; Moshe encourages: Adonai will do battle! Aliyah 3 - 14:15 - 25 Adonai parts the Sea of Suf, Yisra’el crosses on dry land, Pharaoh pursues Aliyah 4 - 14:26-15:26 Pharaoh’s army destroyed by the sea; Yisra’el saved; Song of Moshe / Miryam Aliyah 5 - 15:27-16:10 People grumble to Moshe/God; God appears in the cloud Aliyah 6 - 16:11 - 36 God provides quail, manna; Shabbat given, people rested; jar of manna set aside Aliyah 7 - 17:1 - 16 People grumble; Y’hoshua defeats ‘Amalek under Moshes raised hands Haftarah: Shof’tim (Judges) 4:4-5:31, 5:1-31 B’rit Hadashah: John 6:22-40 1. If Yeshua is the fulfillment of Pesach (prophetically parallels Yeshua’s sacrifice), what is the fulfillment (parallel) for the exodus from Egypt? What does this tell us about God’s ways and His plans? 2. Considering Yosef’s bones, what did the children of Yisra’el leave behind in Egypt? What is significant about Yosef’s bones? 3. (14:31) What did the Israelites think when they saw the Egyptians, dead on the shore? 4. (15:20) When was the last time Miriam was mentioned? From where did she get her tambourine? 5. (15:23) How are the bitter waters reflective of the hearts of the Israelites? 6. -
Parashah Mishpatim Jeremy Werbow Shabbat Shalom. “Moses Was Upon the Mountain Forty Days and Forty Nights”. the Number 40
Parashah Mishpatim Jeremy Werbow Shabbat Shalom. “Moses was upon the mountain forty days and forty nights”. The number 40 - what is it? The number is even - it can be divided by 2,4,5,8,10,20 and 40 - but what does 40 essentially signify? There are examples of the number 40 throughout daily life and the Torah. What may be considered the most well-known example in life of the number 40? The one that affects all people regardless of religion, color, race? Pregnancy. When a woman is pregnant she carries the baby in the womb for 40 weeks. Throughout the term of the pregnancy, many changes occur. When the egg is first fertilized, it is just one cell. Over the 40 weeks, a spinal cord, nerves, muscles, a torso, legs, and arms develop, along with all of the body’s organs. Throughout the term, all aspects of the baby grow and change. By the time the baby is born, it has changed from one single cell that weighed less than an ounce to 26 billion cells and weighs 8 pounds. At the same time as the baby is growing the woman is changing. Her body changes by adjusting to the new life within. She may have added some weight, show a baby bump, etc. She may also have emotional changes. Many women are more sensitive during their pregnancy than other times. Maybe she had other medical changes like gestational diabetes. Whatever changes a woman experiences, she will need to adjust to during this period in her life and again after the birth as her body returns to its “normal” state. -
Speaker Materials
Speaker Materials Partnering organizations: The Akdamut – an Aramaic preface to our Torah Reading Rabbi Gesa S. Ederberg ([email protected]) ַאְקָדּמוּת ִמִלּין ְוָשָׁריוּת שׁוָּת א Before reciting the Ten Commandments, ַאְוָלא ָשֵׁקְלָא ַהְרָמןְוּרשׁוָּת א I first ask permission and approval ְבָּבֵבי ְתֵּרי וְּתַלת ְדֶאְפַתְּח בּ ַ ְקשׁוָּת א To start with two or three stanzas in fear ְבָּבֵרְי דָבֵרי ְוָטֵרי ֲעֵדי ְלַקִשּׁישׁוָּת א Of God who creates and ever sustains. ְגּבָוּרן ָעְלִמין ֵלהּ ְוָלא ְסֵפק ְפִּרישׁוָּת א He has endless might, not to be described ְגִּויל ִאְלּוּ רִקיֵעי ְק ֵ ָי כּל חְוּרָשָׁת א Were the skies parchment, were all the reeds quills, ְדּיוֹ ִאלּוּ ַיֵמּי ְוָכל ֵמיְכִישׁוָּת א Were the seas and all waters made of ink, ָדְּיֵרי ַאְרָעא ָסְפֵרי ְוָרְשֵׁמַי רְשָׁוָת א Were all the world’s inhabitants made scribes. Akdamut – R. Gesa Ederberg Tikkun Shavuot Page 1 of 7 From Shabbat Shacharit: ִאלּוּ פִ יוּ מָ לֵא ִשׁיָרה ַכָּיּ ם. וּלְשׁו ֵוּ ִרָנּה כַּהֲמון גַּלָּיו. ְושְפתוֵתיוּ ֶשַׁבח ְכֶּמְרֲחֵבי ָ רִקיַע . וְעֵיֵיוּ ְמִאירות ַכֶּשֶּׁמ שׁ ְוַכָיֵּרַח . וְ יָדֵ יוּ פְ רוּשות כְּ ִ ְשֵׁרי ָשָׁמִי ם. ְוַרְגֵליוּ ַקלּות ָכַּאָיּלות. ֵאין אֲ ַ ְחוּ ַמְסִפּיִקי ם לְהודות לְ ה' אֱ להֵ יוּ וֵאלהֵ י ֲאבוֵתיוּ. וְּלָבֵר ֶאת ְשֶׁמ עַל ַאַחת ֵמֶאֶלף ַאְלֵפי אֲלָ ִפי ם ְוִרֵבּי ְרָבבות ְפָּעִמי ם Were our mouths filled with song as the sea, our tongues to sing endlessly like countless waves, our lips to offer limitless praise like the sky…. We would still be unable to fully express our gratitude to You, ADONAI our God and God of our ancestors... Akdamut – R. Gesa Ederberg Tikkun Shavuot Page 2 of 7 Creation of the World ֲהַדר ָמֵרי ְשַׁמָיּא ְו ַ שׁ ִלְּיט בַּיֶבְּשָׁתּ א The glorious Lord of heaven and earth, ֲהֵקים ָעְלָמא ְיִחָידאי ְוַכְבֵּשְׁהּ בַּכְבּשׁוָּת א Alone, formed the world, veiled in mystery. -
Calendar of Torah and Haftarah Readings 5776 – 5778 2015 – 2018
Calendar of Torah and Haftarah Readings 5776 – 5778 2015 – 2018 Calendar of Torah and Haftarah Readings 5776-5778 CONTENTS NOTES ....................................................................................................1 DATES OF FESTIVALS .............................................................................2 CALENDAR OF TORAH AND HAFTARAH READINGS 5776-5778 ............3 GLOSSARY ........................................................................................... 29 PERSONAL NOTES ............................................................................... 31 Published by: The Movement for Reform Judaism Sternberg Centre for Judaism 80 East End Road London N3 2SY [email protected] www.reformjudaism.org.uk Copyright © 2015 Movement for Reform Judaism (Version 2) Calendar of Torah and Haftarah Readings 5776-5778 Notes: The Calendar of Torah readings follows a triennial cycle whereby in the first year of the cycle the reading is selected from the first part of the parashah, in the second year from the middle, and in the third year from the last part. Alternative selections are offered each shabbat: a shorter reading (around twenty verses) and a longer one (around thirty verses). The readings are a guide and congregations may choose to read more or less from within that part of the parashah. On certain special shabbatot, a special second (or exceptionally, third) scroll reading is read in addition to the week’s portion. Haftarah readings are chosen to parallel key elements in the section of the Torah being read and therefore vary from one year in the triennial cycle to the next. Some of the suggested haftarot are from taken from k’tuvim (Writings) rather than n’vi’ivm (Prophets). When this is the case the appropriate, adapted blessings can be found on page 245 of the MRJ siddur, Seder Ha-t’fillot. This calendar follows the Biblical definition of the length of festivals. -
Pirkei Avot: a Social Justice Commentary Discussion Guide
Pirkei Avot: A Social Justice Commentary Discussion Guide By Rabbi Dr. Shmuly Yanklowitz Discussion Guide by Rabbi Jesse Paikin CCAR PRESS Discussion Guide to Rabbi Shmuly Yanklowitz’s Pirkei Avot: A Social Justice Commentary by Rabbi Jesse Paikin This discussion guide takes on something of a dual nature: it is useful both as a guide to reading Rabbi Yanklowitz’s commentary, as well as a guide to the primary text of Pirkei Avot itself. Because Rabbi Yanklowitz’s commentary draws heavily on Talmudic primary sources, classical medieval commentaries, and modern thought, this guide also encourages thoughtful consideration of those sources, as well as Rabbi Yanklowitz’s use of them. Note that given the extensive nature of Pirkei Avot, this guide does not include discussion questions for every single mishnah. Given the frequent thematic overlap, related mishnayot are often grouped together to encourage considering their shared philosophical and practical relationship. May this guide inspire you to live by the words of Torah in all places of your daily lives, as Rabbi Levi Yitzchak of Berdichev teaches in his commentary to Pirkei Avot 2:2. 1 CHAPTER ONE 1:1 In commenting on the chain of tradition at the beginning of Pirkei Avot, and on the Maharal’s argument that “people must strengthen three components of the human intellect: chochmah (wisdom), binah (understanding), and daat (discernment),” Rabbi Yanklowitz suggests that every generation of Jews is “responsible to render safe passage to the tradition” and to “transmit the teachings in such a way that they are stronger than when they were received.” a) What are the connections between strengthening human intellect, and strengthening Torah? b) What does the idea of “safe passage” mean to you? What responsibilities might it entail? Rabbi Yanklowitz identifies two tendencies that endanger the life of Torah: (1) the tendency to distort the tradition so radically that it loses its initial meaning, and (2) the tendency to freeze the tradition, and neuter its relevance to contemporaries. -
Shabbat Shalom My Apologies, This D'rash May Run a Bit Longer Than
Shabbat Shalom My apologies, this d’rash may run a bit longer than usual, but I felt that I had some important thoughts to share which I just could not get out in less time. Pirkei Avot , “Chapters of the Fathers”, is a compilation of the ethical teachings and maxims of Mishnaic-period Rabbis, in which there is a phrase that reads “Who is the wise one ? The person that learns from all people”. After spending time reading the parsha and many many commentaries I found myself especially drawn to 3 sources that inspired me and from where most of my dr’asha is taken in great part. Those sources are: Rabbi Shraga Simmons. the co-founder of Aish.com, and founder of the Torah study site, JewishPathways.com. Rabbi Ari Kahn , Director of Foreign Student Programs at Bar- Ilan University in Israel, where he also is a senior lecturer in Jewish studies. Rabbi Lord Jonathan Sacks. Rabbi Sacks, as most of us know, is a British rabbi, philosopher and scholar of Judaism. He served as the Chief Rabbi of the United Hebrew Congregations of the Commonwealth from 1991 to 2013 Julia Louis Dreyfus- an actres who used to be on the show Steinfeld The 2 themes that really spoke to me in this weeks’s Parsha are: The necessity of asking questions Leadership – the Jewish approach, where I will focus most of my d’rash I believe at the end of my d’rash you will see the thread that goes between these 2. The Necessity of Asking Questions It is no accident that parshat Bo, the section that deals with the culminating plagues and the exodus, should turn 3 times to the subject of children and the duty of parents to educate them. -
Shabbat Table Talk Page
Hebrew for Christians www.hebrew4christians.com Parashat Mishpatim Shabbat Table Talk Page Overview • Parashah: Mishpatim ( ~yjiP'v.mi, “Judgments”) • Chapters: Exod. 21:1-24:18 hr"At yrEb.dIB. qAs[]l; Wnw"ñciw> Ãwyt'wOc.miB. Wnvñ'D>qi rv,a] Ã~l'A[h' %l,mñ, Wnyheñl{a/ hw"hy> hT'a; %WrB' – Torah Study Blessing – Synopsis Last week’s Torah portion (Yitro) explained that exactly seven weeks after the Exodus from Egypt (i.e., 49 days), Moses gathered the Israelites at the foot of Mount Sinai to enter into covenant with the LORD. In a dramatic display of thunder, lightning, billowing smoke and fire, the LORD descended upon the mountain and recited the Ten Commandments to the people. Upon hearing the law’s moral requirements, however, the people shrank back in fear and begged Moses to be their mediator before God. The people then stood far off, while Moses alone drew near to the thick darkness to receive Torah from Adonai. This week’s Torah reading begins with Moses in the midst of the “thick darkness” receiving additional instructions regarding various civil laws for the Israelite people. The sages count 53 distinct commandments listed in this portion of the Torah, making it one of the most “legalistic” sections of the Bible. Civil laws, liability laws, criminal laws, agricultural laws, financial laws, family purity laws, Sabbath laws, and holiday laws are all given in this portion. After receiving these additional laws, Moses descended from Sinai and went before the people and told them all the words of the LORD. -
What Are You Learning This Holiday?
NCSY’s National Board presents: WHAT ARE YOU LEARNING THIS HOLIDAY? A Guide to an Inspirational Shavuos LETTER FROM RABBI DOVID BASHEVKIN 3 LETTER FROM NCSY’S TEEN PRESIDENT 4 THOUGHTS FROM NCSY’S NATIONAL BOARD 5 THOUGHTS FROM REGIONAL REPRESENTATIVES 10 FUN PAGES 16 MAKING TORAH YOURS Google has a fascinating employee policy. While all Google engineers spend the majority of their time dedicated to organizational business, they are also encour- aged to spend 20% of their time working on projects they find interesting. Many of Google’s most famous initiatives have come as the result of the 20% of time em- ployees spend on their own projects. In fact, Gmail, Google’s famed emailed ser- vice, is the product of someone’s 20% of time allotted to their personal initiatives. One Google executive estimated that 50% of new Google products are the result of the 20% of time employees are encouraged to spend on their own products. Torah innovation operates in a similar way. Of course, we spend most of our time immersed in the Torah ideas of the great Jewish leaders that precede us. Whether is it Chumash, Rashi, Talmud, or more recent Torah works, we look to our past to receive guidance for our future. Still, the importance of developing your own voice and ideas in Torah cannot be understated. In fact, the Talmud in Pesachim (68b) cites a disagreement which holidays require a personal compo- nent of celebration. The disagreement surrounds whether Jewish holidays should just be about prayer and learning or do they also demand a personal element, like a festive meal. -
Is There an Authentic Triennial Cycle of Torah Readings? RABBI LIONEL E
Is there an Authentic Triennial Cycle of Torah Readings? RABBI LIONEL E. MOSES This paper is an appendix to the paper "Annual and Triennial Systems For Reading The Torah" by Rabbi Elliot Dorff, and was approved together with it on April 29, 1987 by a vote of seven in favor, four opposed, and two abstaining. Members voting in favor: Rabbis Isidoro Aizenberg, Ben Zion Bergman, Elliot N. Dorff, Richard L. Eisenberg, Mayer E. Rabinowitz, Seymour Siegel and Gordon Tucker. Members voting in opposition: Rabbis David H. Lincoln, Lionel E. Moses, Joel Roth and Steven Saltzman. Members abstaining: Rabbis David M. Feldman and George Pollak. Abstract In light of questions addressed to the Committee on Jewish Law and Standards from as early as 1961 and the preliminary answers given to these queries by the committee (Section I), this paper endeavors to review the sources (Section II), both talmudic and post-talmudic (Section Ila) and manuscript lists of sedarim (Section lib) to set the triennial cycle in its historical perspective. Section III of the paper establishes a list of seven halakhic parameters, based on Mishnah and Tosefta,for the reading of the Torah. The parameters are limited to these two authentically Palestinian sources because all data for a triennial cycle is Palestinian in origin and predates even the earliest post-Geonic law codices. It would thus be unfair, to say nothing of impossible, to try to fit a Palestinian triennial reading cycle to halakhic parameters which were both later in origin and developed outside its geographical sphere of influence. Finally in Section IV, six questions are asked regarding the institution of a triennial cycle in our day and in a short postscript, several desiderata are listed in order to put such a cycle into practice today. -
Violent Video Games, but It Does Indicate What Happens When Children Make Media the Center of Their Lives
1 Violent and Defamatory Video Games Rabbi Elliot Dorff and Rabbi Joshua Hearshen February 4, 2010 EH 21:1.2010 This paper was approved on February 4, 2010, by a vote of twelve in favor (12-0-1). Voting in favor: Rabbis Kassel Abelson, Miriam Berkowitz, Elliot Dorff, Robert Fine, Susan Grossman, Josh Heller, Jane Kanarek, Daniel Nevins, Avram Reisner, Jay Stein, Steven Wernick and David Wise. Abstaining: Rabbi Adam Kligfeld. The Committee on Jewish Law and Standards of the Rabbinical Assembly provides guidance in matters of halakhah for the Conservative movement. The individual rabbi, however, is the authority for the interpretation and application of all matters of halakhah. She’elah: May Jews play violent or defamatory video games? Te’shuvah: The video game industry accounts for an enormous percentage of the entertainment industry today. 1 According to a September 2008 survey by the Pew Research Center, 97% of all teenagers play video games in some format. 2 While First Amendment rights to free speech assure that the content of these games is legal in American law, their ethical status varies widely. The variety of games available today is great, and the good to be gained from many of them may also be great. They stimulate the minds of the elderly, and they raise preparedness scores of those about to enter the Israeli army, and they help youngsters learn everything from music to mathematics. In a portion of the games, however, the material is morally questionable and may even be harmful or immoral on other grounds. These include what we are calling “violent and defamatory games.” By “violent” we mean gratuitous brute force intended 1 http://www.mediafamily.org the Mediawise Video Game Report Card is published periodically by the National Institute on Media and the Family. -
Parashat Hashavua Curriculum Guidelines
1. Parashat Hashavua Curriculum Guidelines The JCP Parashat Hashavua Curriculum aims to provide a progressive teaching and learning structure where the weekly parashah is explored as a source of the mitzvot and middot according to which we live our lives as Jews. The curriculum explores social and moral issues and dilemmas relevant to children’s lives in the light of the actions of the Torah role models they encounter. The Parashat Hashavua Curriculum £ Is systematically developed throughout the school from Foundation Stage through to the end of Key Stage 2. £ Is developed SPIRALLY – where parashot are constantly revisited during the child’s progress throughout the school, and INCREMENTALLY – where skills are developed, knowledge built upon and concepts reinforced. £ Contains pesukim from the text to support and highlight the focus and/or middah/mitzvah. Pesukim should not be studied in depth. £ Is supported with commentaries (mainly Rashi) at appropriate levels. These commentaries must be clearly distinguished from the p’shat – literal meaning. £ Is supported with carefully selected traditional Midrashim to extend and amplify the text. Children should know that Midrash does not feature in the Chumash text. Midrashic interpretation should not obscure the main issues. £ Provides teachers with opportunities to employ a range of teaching approaches, access a variety of teaching material and create their own parallel and complementary resources. £ Provides opportunities to address PSHE by integrating the middah into an area of study. 2. Parashat Hashavua Unit Programmes of Study STORYLINE The emphasis needs to be on: • the personalities, main events and actions that feature in the weekly parashah and how they connect with each other • the relevant mitzvot and pertinent lessons that feature in the weekly parashah • the links that the weekly parashah contain to tefillah, the Jewish year and Jewish living. -
Ben Franklin Meets Pirkei Avot
Ben Franklin meets Pirkei Avot Ben Franklin, one of the founding fa- The Ben Franklin Circles — a project thers of our nation, was an inventor, launched last year by 92nd Street Y, writer and signer of the Declaration of Stanford University’s Hoover Institution Independence. He also believed in the and Citizen University — encourage peo- possibility of moral perfection, and in ple to form their own mutual improve- pursuit of that goal, he identified 13 ment clubs, revisiting Franklin’s virtues specific virtues, which became the focus in our time and providing an opportu- of a unique mission. Franklin believed nity for meaningful conversation about that by practicing temperance, silence, personal as well as civic values. With order, resolution, frugality, industry, sin- this toolkit – developed with the Union for cerity, justice, moderation, cleanliness, Reform Judaism and Central Synagogue tranquility, chastity and humility, he — we invite you to discuss and debate could accomplish a life without “fault.” Franklin’s 13 virtues alongside selected He also understood that attaining a mor- teachings from Pirkei Avot that explore al life involved not only self-growth but similar concepts. Both Franklin and also investment in and improvement of Pirkei Avot offer timeless insight into the the larger community. To pursue this vi- nature of justice, the importance of sin- sion, Franklin created a Junto — a weekly cerity, the impact of humility and more. mutual improvement club — in 1727. Franklin strove for “moral perfection,” but also understood human limitations. A millennia and a half before Franklin’s So did the rabbis. As the 2nd century gathering first met, a group of rabbin- Rabbi Tarfon himself said in Pirkei Avot, ic scholars in Israel fashioned a similar “It is not your responsibility to complete roadmap to living a moral life.