Journal of Synagogue Music Fall 2013 Volume 38 Traditions This Is the Inside Front Cover
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A Fresh Perspective on the History of Hasidic Judaism
eSharp Issue 20: New Horizons A Fresh Perspective on the History of Hasidic Judaism Eva van Loenen (University of Southampton) Introduction In this article, I shall examine the history of Hasidic Judaism, a mystical,1 ultra-orthodox2 branch of Judaism, which values joyfully worshipping God’s presence in nature as highly as the strict observance of the laws of Torah3 and Talmud.4 In spite of being understudied, the history of Hasidic Judaism has divided historians until today. Indeed, Hasidic Jewish history is not one monolithic, clear-cut, straightforward chronicle. Rather, each scholar has created his own narrative and each one is as different as its author. While a brief introduction such as this cannot enter into all the myriad divergences and similarities between these stories, what I will attempt to do here is to incorporate and compare an array of different views in order to summarise the history of Hasidism and provide a more objective analysis, which has not yet been undertaken. Furthermore, my historical introduction in Hasidic Judaism will exemplify how mystical branches of mainstream religions might develop and shed light on an under-researched division of Judaism. The main focus of 1 Mystical movements strive for a personal experience of God or of his presence and values intuitive, spiritual insight or revelationary knowledge. The knowledge gained is generally ‘esoteric’ (‘within’ or hidden), leading to the term ‘esotericism’ as opposed to exoteric, based on the external reality which can be attested by anyone. 2 Ultra-orthodox Jews adhere most strictly to Jewish law as the holy word of God, delivered perfectly and completely to Moses on Mount Sinai. -
Varieties of Authenticity in Contemporary Jewish Identity
[133] Contempo- Varieties of Authenticity rary Jewish Identity in Contemporary Jewish • Identity Stuart Z. Charmé Stuart Z. Charmé uch discussion about religious pluralism among Orthodox and non-Orthodox Jews, about assimilation and Jewish conti- Mnuity, about Jewish life in Israel and in the Diaspora, and about a variety of other issues related to Jewish identity all invoke “authenticity” as the underlying ideal and as the ultimate legitimizer (or de-legitimizer) of various positions. In an address to the graduating class of Reconstructionist rabbis in 1983, Irving Howe encouraged the next generation of rabbis to “try for an atmosphere of authenticity, wherever you find yourselves.”1 An Orthodox rabbi in Philadelphia recently encouraged liberal Jews to share a Sabbath meal at an Orthodox home in order to see “how special an authentic Shabbas really is.”2 Israel, claimed Daniel Elazar, is “the only place in the world where an authentic Jewish culture can flourish (at least potentially). Even the more peripheral of American Jews are touched by the Jewish authenticity of Israel, while the more committed find the power of Israel in this respect almost irresistible.”3 And in response to such typical Zionist authenticity claims, one of Philip Roth’s literary alter egos proposes that Europe, not Israel, is “the most authentic Jewish homeland there has ever been, the birthplace of rabbinic Judaism, Hasidic Judaism, Jewish secularism, socialism, on and on.”4 Authenticity has become the key term for postmodern reconstruc- tions and “renewals” of -
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. -
Guide to the Synagogue for Interfaith Couples and Families
GUIDE TO THE SYNAGOGUE FOR INTERFAITH COUPLES AND FAMILIES Introduction ..................................................................................................................... 2 What happens at a synagogue? ...................................................................................... 3 Daily Prayer ................................................................................................................. 4 Torah Reading ............................................................................................................. 5 Special Prayers For Holidays ...................................................................................... 6 Lifecycle Events (But Not All Of Them!) ....................................................................... 7 Study ........................................................................................................................... 9 Other Community Activities ....................................................................................... 10 What Kind of Synagogue Is it? Jewish Denominations ................................................. 11 Reform ................................................................................................................... 12 Conservative .......................................................................................................... 12 Orthodox ................................................................................................................ 14 Hasidic Orthodox ...................................................................................................... -
Reflections and Table Activities for Yamim Noraim
SHALOM HARTMAN INSTITUTE Reflections and Table Activities for Yamim Noraim By Noam Zion Contents Copyright © 2008 Shalom Hartman Institute, Jerusalem, Israel hartman.org.il | [email protected] Reflections and Table Activities for Yamim Noraim By Noam Zion Table of Contents A. Rosh HaShana: A Time of Critical Self-Reflection Page 3 B. Seder Rosh HaShanah: Symbolic Foods and New Year’s Wishes Page 9 C. L’Shanah Tova Cards – Wishing Others Well Page 13 D. Tashlich Page 16 E. Yom Kippur: Personal Selichot: A Moment of Reconciliation with Our Families and Friends Page 17 F. Reviewing the Rules for Fasting and Eating on Yom Kippur Page 18 G. Kapparot and Scapegoats – Exchanging Coins for Chickens Page 24 H. Kol Nidrei – Canceling Promises Page 26 Contents Copyright © 2008 Shalom Hartman Institute, Jerusalem, Israel 2 hartman.org.il | [email protected] A. Rosh HaShana: A Time of Critical Self-Reflection Rabbi Marshall Meyer (activist for human rights in Argentina under the antisemitic, repressive government of the 1970’s) 1 “Rosh HaShanah initiates the Aseret Yimei Teshuvah commonly translated as the ‘Ten Days of Repentance.’ I would like to suggest that for these days to have a new dimension of meaning we translate them as the ‘Ten Days of Searching, Twisting and Turning,’ of wrestling with our souls and trying desperately to find new meaning to our existence.” Hannah Senesh’s Diary- October 11, 1940 (young Hungarian kibbutznik who volunteered as a Jewish paratrooper and spy for the British Army and the Hagana to drop behind Nazi lines in Hungary, -
University of Southampton Research Repository Eprints Soton
University of Southampton Research Repository ePrints Soton Copyright © and Moral Rights for this thesis are retained by the author and/or other copyright owners. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the copyright holder/s. The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holders. When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given e.g. AUTHOR (year of submission) "Full thesis title", University of Southampton, name of the University School or Department, PhD Thesis, pagination http://eprints.soton.ac.uk UNIVERSITY OF SOUTHAMPTON FACULTY OF HUMANITIES English Department Hasidic Judaism in American Literature by Eva van Loenen Thesis for the degree of Doctor of Philosophy December 2015 UNIVERSITY OF SOUTHAMPTON ABSTRACT FACULTY OF YOUR HUMANITIES English Department Thesis for the degree of Doctor of Philosophy HASIDIC JUDAISM IN AMERICAN LITERATURE Eva Maria van Loenen This thesis brings together literary texts that portray Hasidic Judaism in Jewish-American literature, predominantly of the 20th and 21st centuries. Although other scholars may have studied Rabbi Nachman, I.B. Singer, Chaim Potok and Pearl Abraham individually, no one has combined their works and examined the depiction of Hasidism through the codes and conventions of different literary genres. Additionally, my research on Judy Brown and Frieda Vizel raises urgent questions about the gendered foundations of Hasidism that are largely elided in the earlier texts. -
What Is Jewish Renewal?
The Jewish Denominations A quick look at Reform, Conservative, Orthodox and Reconstructionist Judaism — and at other Jewish streams. By MJL Jewish denominations — also sometimes referred to as streams, movements or branches — are the principal categories of religious affiliation among American Jews. The denominations are mainly distinguished from one another on the basis of their philosophical approaches to Jewish tradition, and their degree of fidelity to and interpretation of traditional Jewish law, or halacha. Outside North America, the non-Orthodox streams of Judaism play a less significant role, and in Israel the vast majority of synagogues and other Jewish religious institutions are Orthodox, even though most Israeli Jews do not identify as Orthodox. Even within North America, the role of the movements has diminished somewhat in recent years, with growing numbers of American Jews and Jewish institutions identifying as “just Jewish,” nondenominational or transdenominational. The 3 Largest Jewish Movements Reform Judaism A participant marching with the Religious Action Center of Reform Judaism in the Women’s March in Washington, Jan. 21, 2017. (Jason Dixson Photography/Religious Action Center of Reform Judaism via Flickr) The largest affiliation of American Jews, some 35 percent of Jews identify as Reform. The movement emphasizes the primacy of the Jewish ethical tradition over the obligations of Jewish law. The movement has traditionally sought to adapt Jewish tradition to modern sensibilities and sees itself as politically progressive and social-justice oriented while emphasizing personal choice in matters of ritual observance. Major institutions: Union for Reform Judaism, Hebrew Union College-Jewish Institution of Religion, Religious Action Center, Central Conference of American Rabbis. -
Political Power, a Religious Agenda, and the Failings of the Endorsement Test: Hasidic Educational Separatism and the East Ramapo School Board Kathleen Lockwood
FIRST AMENDMENT LAW REVIEW Volume 12 | Issue 3 Article 6 3-1-2014 Political Power, a Religious Agenda, and the Failings of the Endorsement Test: Hasidic Educational Separatism and the East Ramapo School Board Kathleen Lockwood Follow this and additional works at: http://scholarship.law.unc.edu/falr Part of the First Amendment Commons Recommended Citation Kathleen Lockwood, Political Power, a Religious Agenda, and the Failings of the Endorsement Test: Hasidic Educational Separatism and the East Ramapo School Board, 12 First Amend. L. Rev. 697 (2014). Available at: http://scholarship.law.unc.edu/falr/vol12/iss3/6 This Note is brought to you for free and open access by Carolina Law Scholarship Repository. It has been accepted for inclusion in First Amendment Law Review by an authorized editor of Carolina Law Scholarship Repository. For more information, please contact [email protected]. Political Power, a Religious Agenda, and the Failings of the Endorsement Test: Hasidic Educational Separatism and the East Ramapo School Board By Kathleen Lockwood* I. INTRODUCTION While presiding over the last meeting of the East Ramapo School Board before its summer break of 2012, Daniel Schwartz, a member of the Hasidic Jewish community of New Square, New York, and the controversial chairman of the Board, addressed criticism of the Board's alleged financial favoritism of yeshivas t at the expense of the public school system.2 In response to a suggestion that members of the Hasidic Jewish community were unfit to serve on the board because of their preference for private yeshivas over public schools, Schwartz remarked in a now infamous line: "You don't like it? Find yourself another place to live." 3 Schwartz's comment reflects what many believe to be the underlying rationale of the Board's actions since Rockland County's Hasidic Jewish population gained the majority of the Board seats in 2007-educational separatism for the Hasidic Jewish population at the expense of the surrounding minority populations. -
CARLETON UNIVERSITY College of the Humanities: Religion Program RELI 2110 R: Judaism (Online and Fully Asynchronous) Winter 2021
CARLETON UNIVERSITY College of the Humanities: Religion Program RELI 2110 R: Judaism (online and fully asynchronous) Winter 2021 Professor: Dr. Deidre Butler Email: [email protected] Online Office Hours: Online office hours Wednesdays 3:30-4:30 using Big Button meeting room on the course webpage. Also available for online and telephone appointments at other times. Please contact by email to book. Course Description: What do Jews believe? What makes a Jew a Jew? How do Jews practice their religion? This 2000 level online course explores Judaism as a diverse and always developing living tradition. In religious studies we understand religion as a human phenomenon that we study from a critical, historical, and evidence-based perspective. We think about Judaism as lived by humans in specific times and places, in particular cultural, social and political contexts, and in gendered bodies. We also want to understand what Jews have to say about themselves as a people, their own history, faith, and tradition. We will draw on sacred texts, art, films and case-studies from Canada and around the world to explore Judaism in contemporary and historical perspectives. Key themes will include: the diversity of Judaism; modern Jewish identity and status; tradition and modernity; sacred texts and contemporary practice; understandings of the divine and human role in Creation; Human nature; Ethics and values; religious law and observance; ritual practice such as lifecycle, and holidays and rituals; gender and sexuality; the Jew as Other, anti-Judaism, Anti-Semitism and the Holocaust; and Jewish religious perspectives on Israel (land, Zionism and state). There are no prerequisites for the course. -
צב | עב January Tevet | Sh’Vat Capricorn Saturn | Aquarius Saturn
צב | עב January Tevet | Sh’vat Capricorn Saturn | Aquarius Saturn Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 | 17th of Tevet* 2 | 18th of Tevet* New Year’s Day Parashat Vayechi Abraham Moshe Hillel Rabbi Tzvi Elimelech of Dinov Rabbi Salman Mutzfi Rabbi Huna bar Mar Zutra & Rabbi Rabbi Yaakov Krantz Mesharshya bar Pakod Rabbi Moshe Kalfon Ha-Cohen of Jerba 3 | 19th of Tevet * 4* | 20th of Tevet 5 | 21st of Tevet * 6 | 22nd of Tevet* 7 | 23rd of Tevet* 8 | 24th of Tevet* 9 | 25th of Tevet* Parashat Shemot Rabbi Menchachem Mendel Yosef Rabbi Moshe ben Maimon Rabbi Leib Mochiach of Polnoi Rabbi Hillel ben Naphtali Zevi Rabbi Shneur Zalman of Liadi Rabbi Yaakov Abuchatzeira Rabbi Yisrael Dov of Vilednik Rabbi Schulem Moshkovitz Rabbi Naphtali Cohen Miriam Mizrachi Rabbi Shmuel Bornsztain Rabbi Eliyahu Eliezer Dessler 10 | 26th of Tevet* 11 | 27th of Tevet* 12 | 28th of Tevet* 13* | 29th of Tevet 14* | 1st of Sh’vat 15* | 2nd of Sh’vat 16 | 3rd of Sh’vat* Rosh Chodesh Sh’vat Parashat Vaera Rabbeinu Avraham bar Dovid mi Rabbi Shimshon Raphael Hirsch HaRav Yitzhak Kaduri Rabbi Meshulam Zusha of Anipoli Posquires Rabbi Yehoshua Yehuda Leib Diskin Rabbi Menahem Mendel ben Rabbi Shlomo Leib Brevda Rabbi Eliyahu Moshe Panigel Abraham Krochmal Rabbi Aryeh Leib Malin 17* | 4th of Sh’vat 18 | 5th of Sh’vat* 19 | 6th of Sh’vat* 20 | 7th of Sh’vat* 21 | 8th of Sh’vat* 22 | 9th of Sh’vat* 23* | 10th of Sh’vat* Parashat Bo Rabbi Yisrael Abuchatzeirah Rabbi Yehudah Aryeh Leib Alter Rabbi Chaim Tzvi Teitelbaum Rabbi Nathan David Rabinowitz -
Truth and Legend About Israel Salanter" by Jacob Mark
The RYS Daily 8/29/06 Truth and Legend III From "Truth and Legend About Israel Salanter" by Jacob Mark Rabbi Israel was the first of his time to heed the danger to Jewry from the oncoming haskala. Paradoxically, Judaism and the study of the Torah were then in full flower. The great yeshivas of Volozhin, Vilna, Slutsk, Minsk, Karlin, and Lublin were crowded with students. Practically every little town in Lithuania boasted a yeshiva. Not only yeshiva students but ordinary householders filled the prayer houses, studying Torah. The singsong Gemara intonation of "the Rabbis teach" was heard from one end of the Pale of Settlement to the other. Since Jews were Jews never had Isaiah's prophecy been so well fulfilled: "And all thy children shall be taught of the Law." The Shulhan Arukh reigned supreme in the Jewish world, while the Pentateuch in Yiddish and morality books ruled the Jewish home. Small wonder, then, that the rabbis could not understand what Rabbi Israel had in mind when he appealed to them to find ways to safeguard Judaism. Some were incensed at him and responded only with the formula that "innovations are prohibited according to the Torah." But Rabbi Israel's vision was clearer. He foresaw that for all its Judaism and Torah Lithuania would be less resistant to the haskala than Poland, White Russia, the Ukraine, and Galicia, where hasidism had become entrenched; where the authority of the rebbe and zaddik prevailed, where the tradition of the Jew- ish sages governed the community. Pondering along these lines, Rabbi Israel concluded that the only way to safeguard Torah and Judaism from the onslaughts of the time was to teach ethics, morality, and the fear of Cod not only to the young but to adults married folk, and parents. -
Title of Thesis Or Dissertation, Worded
TALES OF THE HASIDIM: MARTIN BUBER’S UNIVERSAL VISION OF ECSTATIC JOY AND SPIRITUAL WHOLENESS by CHARLES DAVID HANNA A THESIS Presented to the Folklore Program and the Graduate School of the University of Oregon in partial fulfillment of the requirements for the degree of Master of Arts March 2017 THESIS APPROVAL PAGE Student: Charles David Hanna Title: Tales of the Hasidim: Martin Buber’s Universal Vision of Ecstatic Joy and Spiritual Wholeness This thesis has been accepted and approved in partial fulfillment of the requirements for the Master of Folklore degree in the Folklore Program by: Dr. Dorothee Ostmeier Chairperson Dr. Carol Silverman Member Scott L. Pratt Dean of the Graduate School Original approval signatures are on file with the University of Oregon Graduate School. Degree awarded March 2017 ii © 2017 Charles David Hanna iii THESIS ABSTRACT Charles David Hanna Master of Arts Folklore Program March 2017 Title: Tales of the Hasidim: Martin Buber’s Universal Vision of Ecstatic Joy and Spiritual Wholeness I will examine Martin Buber’s Tales of the Hasidim, and the limits of his concepts of “ecstatic joy” and “spiritual wholeness.” To Buber, Hasidic legends present the possibility of overcoming tensions between the quotidian present and the messianic future, divisions of sacred and profane, divine and self. I argue that Buber does not present clear instructions on how to achieve this unity, so I turn to his other writings on Hasidism in order to trace his definition of “ecstatic joy” and “spiritual wholeness.” While Buber accurately depicts the Zaddik-Hasidim relationship, he downplays the importance of Jewish Law (Halacha) in facilitating the goal of ecstatic joy and spiritual wholeness which he posits as the essence of Hasidism.