Understanding the Major Branches of Modern Judaism May 10, 2012
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M E O R O T a Forum of Modern Orthodox Discourse (Formerly Edah Journal)
M e o r o t A Forum of Modern Orthodox Discourse (formerly Edah Journal) Tishrei 5770 Special Edition on Modern Orthodox Education CONTENTS Editor’s Introduction to Special Tishrei 5770 Edition Nathaniel Helfgot SYMPOSIUM On Modern Orthodox Day School Education Scot A. Berman, Todd Berman, Shlomo (Myles) Brody, Yitzchak Etshalom,Yoel Finkelman, David Flatto Zvi Grumet, Naftali Harcsztark, Rivka Kahan, Miriam Reisler, Jeremy Savitsky ARTICLES What Should a Yeshiva High School Graduate Know, Value and Be Able to Do? Moshe Sokolow Responses by Jack Bieler, Yaakov Blau, Erica Brown, Aaron Frank, Mark Gottlieb The Economics of Jewish Education The Tuition Hole: How We Dug It and How to Begin Digging Out of It Allen Friedman The Economic Crisis and Jewish Education Saul Zucker Striving for Cognitive Excellence Jack Nahmod To Teach Tsni’ut with Tsni’ut Meorot 7:2 Tishrei 5770 Tamar Biala A Publication of Yeshivat Chovevei Torah REVIEW ESSAY Rabbinical School © 2009 Life Values and Intimacy Education: Health Education for the Jewish School, Yocheved Debow and Anna Woloski-Wruble, eds. Jeffrey Kobrin STATEMENT OF PURPOSE Meorot: A Forum of Modern Orthodox Discourse (formerly The Edah Journal) Statement of Purpose Meorot is a forum for discussion of Orthodox Judaism’s engagement with modernity, published by Yeshivat Chovevei Torah Rabbinical School. It is the conviction of Meorot that this discourse is vital to nurturing the spiritual and religious experiences of Modern Orthodox Jews. Committed to the norms of halakhah and Torah, Meorot is dedicated -
A USER's MANUAL Part 1: How Is Halakhah Organized?
TORAHLEADERSHIP.ORG RABBI ARYEH KLAPPER HALAKHAH: A USER’S MANUAL Part 1: How is Halakhah Organized? I. How is Halakhah Organized? 4 case studies a. Mishnah Berakhot 1:1, and gemara thereupon b. Support of the poor Peiah, Bava Batra, Matnot Aniyyim, Yoreh Deah) c. Conversion ?, Yevamot, Issurei Biah, Yoreh Deah) d. Mourning Moed Qattan, Shoftim, Yoreh Deiah) Mishnah Berakhot 1:1 From what time may one recite the Shema in the evening? From the hour that the kohanim enter to eat their terumah Until the end of the first watch, in the opinion of Rabbi Eliezer. The Sages say: Until midnight. Rabban Gamliel says: Until morning. It happened that his sons came from a wedding feast. They said to him: We have not yet recited the Shema. He said to them: If it has not yet morned, you are obligated to recite it. Babylonian Talmud Berakhot 2a What is the context of the Mishnah’s opening “From when”? Also, why does it teach about the evening first, rather than about the morning? The context is Scripture saying “when you lie down and when you arise” (Devarim 6:7, 11:9). what the Mishnah intends is: “The time of the Shema of lying-down – when is it?” Alternatively: The context is Creation, as Scripture writes “There was evening and there was morning”. Mishnah Berakhot 1:1 (continued) Not only this – rather, everything about which the Sages say until midnight – their mitzvah is until morning. The burning of fats and organs – their mitzvah is until morning. All sacrifices that must be eaten in a day – their mitzvah is until morning. -
CCAR Journal the Reform Jewish Quarterly
CCAR Journal The Reform Jewish Quarterly Halachah and Reform Judaism Contents FROM THE EDITOR At the Gates — ohrgJc: The Redemption of Halachah . 1 A. Brian Stoller, Guest Editor ARTICLES HALACHIC THEORY What Do We Mean When We Say, “We Are Not Halachic”? . 9 Leon A. Morris Halachah in Reform Theology from Leo Baeck to Eugene B . Borowitz: Authority, Autonomy, and Covenantal Commandments . 17 Rachel Sabath Beit-Halachmi The CCAR Responsa Committee: A History . 40 Joan S. Friedman Reform Halachah and the Claim of Authority: From Theory to Practice and Back Again . 54 Mark Washofsky Is a Reform Shulchan Aruch Possible? . 74 Alona Lisitsa An Evolving Israeli Reform Judaism: The Roles of Halachah and Civil Religion as Seen in the Writings of the Israel Movement for Progressive Judaism . 92 David Ellenson and Michael Rosen Aggadic Judaism . 113 Edwin Goldberg Spring 2020 i CONTENTS Talmudic Aggadah: Illustrations, Warnings, and Counterarguments to Halachah . 120 Amy Scheinerman Halachah for Hedgehogs: Legal Interpretivism and Reform Philosophy of Halachah . 140 Benjamin C. M. Gurin The Halachic Canon as Literature: Reading for Jewish Ideas and Values . 155 Alyssa M. Gray APPLIED HALACHAH Communal Halachic Decision-Making . 174 Erica Asch Growing More Than Vegetables: A Case Study in the Use of CCAR Responsa in Planting the Tri-Faith Community Garden . 186 Deana Sussman Berezin Yoga as a Jewish Worship Practice: Chukat Hagoyim or Spiritual Innovation? . 200 Liz P. G. Hirsch and Yael Rapport Nursing in Shul: A Halachically Informed Perspective . 208 Michal Loving Can We Say Mourner’s Kaddish in Cases of Miscarriage, Stillbirth, and Nefel? . 215 Jeremy R. -
Spring 2021 Syllabus
Modern Jewish History Professor Nancy Sinkoff History 01:506:272:01/Jewish Studies 01:563:202:01 Spring 2021 DRAFT Office Hours: By ZOOM appointment email: [email protected] Assemblée Nationale, where the Jews of France were granted citizenship in 1791 ____________________________________________________________________________ Modernity posed challenging questions to the Jews, unsettling previously held beliefs and sources of identity. What, moderns—and Jews themselves—asked, are Jews? A religion, a race, a nation, an ethnicity, or a people? What language(s) do they speak, read, and write? To whom do their loyalties belong? To their local community, to the political states or empires in which they reside, to Jews around the world, to a Jewish state, or to all of humanity? What role would traditional religious structures and authority play in the Jews’ encounter with modern values, such as secularization, democracy, gender equality, and religious tolerance? How would Jews respond to new forms of antagonism or hatred against them? This course will address these challenges through a survey of the social, economic, political, religious, and cultural history of European and N. American Jewry from the sixteenth century to the present. Topics to be covered include: Marranism and New Christians, the European State and the Jews, the Money Economy and the “Jewish Question,” Jewish autonomy, the political emancipation of the Jews, religious reform, modern antisemitism, nationalism, WWI, Jewish life during the interwar years in both the United States and Europe, WWII, and postwar Jewish life. It will examine the changes in Jewish life Modern Jewish History Syllabus, S21 1 engendered by modernity and explore the responses of the Jews to its challenges. -
Ou Israel Center - Summer 2019
5779 - dbhbn ovrct [email protected] 1 sxc HALACHIC AND HASHKAFIC ISSUES IN CONTEMPORARY SOCIETY 132 - HALACHA AND KABBALA - PART 2 OU ISRAEL CENTER - SUMMER 2019 • In Part 1 we saw how the early Acharonim began to assimilate the Zohar into the halachic process. The positions included: • R’ Elyahu Mizrachi (15C Turkey) - kabbalistic concepts are highly esoteric and, although special individuals are free to adopt them, ordinary people are not required to follow them. • Radvaz (16C Egypt) - kabbalistic practices are acceptable as chumrot, but not where they contradict the Talmud. • Beit Yosef (16C Eretz Yisrael) - incorporates selected halachot of the Zohar into the mainstream halacha. Where the Zohar conflicts with Talmud, the Talmud prevails. However, where the Zohar conflicts with the post-talmudic poskim, the Zohar prevails. • The Rema (16C Poland) - disagrees with the Beit Yosef on the latter point. According to the Rema, the Zohar cannot even override the post-talmudic poskim. • The Maharshal (16C Poland) - is concerned in many cases about the problems of integrating kabbala into halacha. • The Maseit Binyamin (17C Poland) - considers that the Zohar outweighs all the post-Talmudic poskim put together! • R. Ya’akov Emden (18C Germany) - whilst skeptical about the origins of every word of the Zohar, maintains that, although in any dispute between the Zohar and the Bavli we follow the Bavli, where the Bavli is unclear and subject to many interpretations and the Zohar can clarify the position, we are to look to the Zohar. The Zohar should not be rejected in halacha, provided it does not directly contradict the Bavli and we should try wherever possible to reconcile the Zohar and the Bavli. -
Jewish Intellectual History: 16Th to 20Th Century Course Guidebook
Topic Philosophy & Subtopic Intellectual History Intellectual History Jewish Intellectual History: 16th to 20th Century Course Guidebook Professor David B. Ruderman University of Pennsylvania PUBLISHED BY: THE GREAT COURSES Corporate Headquarters 4840 Westfields Boulevard, Suite 500 Chantilly, Virginia 20151-2299 Phone: 1-800-832-2412 Fax: 703-378-3819 www.thegreatcourses.com Copyright © The Teaching Company, 2002 Printed in the United States of America This book is in copyright. All rights reserved. Without limiting the rights under copyright reserved above, no part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior written permission of The Teaching Company. David B. Ruderman, Ph.D. Joseph Meyerhoff Professor of Modern Jewish History and Director of the Center for Advanced Judaic Studies, University of Pennsylvania Professor Ruderman was educated at the City College of New York, the Teacher’s Institute of the Jewish Theological Seminary of America, and Columbia University. He received his rabbinical degree from the Hebrew Union College-Jewish Institute of Religion in New York in l97l and his Ph.D. in Jewish history from the Hebrew University, Jerusalem, in l975. Before joining the faculty at Penn, he held the Frederick P. Rose Chair of Jewish History at Yale University (1983–1994) and the Louis L. Kaplan Chair of Jewish Historical Studies at the University of Maryland, College Park (1974–1983), where he was instrumental in establishing both institutions’ Judaic studies programs. At the University of Maryland, he also won the Distinguished Scholar-Teacher Award in l982–1983. -
The Haredim As a Challenge for the Jewish State. the Culture War Over Israel's Identity
SWP Research Paper Peter Lintl The Haredim as a Challenge for the Jewish State The Culture War over Israel’s Identity Stiftung Wissenschaft und Politik German Institute for International and Security Affairs SWP Research Paper 14 December 2020, Berlin Abstract ∎ A culture war is being waged in Israel: over the identity of the state, its guiding principles, the relationship between religion and the state, and generally over the question of what it means to be Jewish in the “Jewish State”. ∎ The Ultra-Orthodox community or Haredim are pitted against the rest of the Israeli population. The former has tripled in size from four to 12 per- cent of the total since 1980, and is projected to grow to over 20 percent by 2040. That projection has considerable consequences for the debate. ∎ The worldview of the Haredim is often diametrically opposed to that of the majority of the population. They accept only the Torah and religious laws (halakha) as the basis of Jewish life and Jewish identity, are critical of democratic principles, rely on hierarchical social structures with rabbis at the apex, and are largely a-Zionist. ∎ The Haredim nevertheless depend on the state and its institutions for safeguarding their lifeworld. Their (growing) “community of learners” of Torah students, who are exempt from military service and refrain from paid work, has to be funded; and their education system (a central pillar of ultra-Orthodoxy) has to be protected from external interventions. These can only be achieved by participation in the democratic process. ∎ Haredi parties are therefore caught between withdrawal and influence. -
THE STORY of the 9Th of ADAR TOLD THROUGH DISAGREEMENTS
THE STORY OF THE 9th OF ADAR TOLD THROUGH DISAGREEMENTS Daniel Roth Introduction The 9Adar Project: Jewish Week of Constructive Conflict seeks to cultivate the culture of constructive conflict and healthy disagreement across personal, political, and religious divides. The project does this through promoting public awareness around the annual Jewish Week of Constructive Conflict which occurs from the 2nd through the 9th of the Hebrew month of Adar. This document is an attempt to tell the story of the 9th of Adar directly through the sources. On virtually every aspect of the story, the sources themselves are full of disagreement, and this document addresses the sources through these various disagreements. An understanding of disagreements for the sake of Heaven (mahloket l'shem is recommended. See the G-dCast video and sources for )מחלוקת לשם שנים/shamayim "Disagreements for the Sake of Heaven". This document is not comprehensive nor is it meant to be a lesson plan or stand-alone lesson. It does, however, contain some guiding questions that can be used in an adult education setting. For more information, see www.9Adar.org. The 9Adar Project is a project of the Pardes Center for Judaism and Conflict Resolution, part of the Pardes Institute of Jewish Studies. 1 Disagreement #1: What exactly happened on the 9th of Adar? Perhaps the most authoritative source that mentions the 9th of Adar is Rabbi Yosef Karo’s Shulchan Aruch. Read this source carefully. What is clear and unclear about this day? שולחן ערוך אורח חיים הל' תענית (Shulchan Aruch, Laws of Fasts (580 תקפ (Rabbi Yosef Karo, 1488–1575, Spain/Land of Israel) אלו הימים שאירעו בהם צרות These are the days that tragedies befell our לאבותינו וראוי להתענות בהם.. -
Judaism Organized Concepts of Life and Organicity in German-Jewish Scholarship During the Nineteenth Century
UNIVERSITY OF AMSTERDAM Judaism Organized Concepts of Life and Organicity in German-Jewish Scholarship during the Nineteenth Century Student Diederik Broeks Student ID 10049444 Supervisor prof. dr. I.E. Zwiep Second reader dr. A.K. Mohnkern Word count 19456 MA-Thesis Hebrew and Jewish Studies (Middle Eastern Studies) TABLE OF CONTENTS Abstract ............................................................................................................................. 3 Introduction: Conceptions of life in Jewish scholarship .................................................. 5 General introduction ..................................................................................................... 5 Research question ......................................................................................................... 6 Structure ........................................................................................................................ 8 Romantic Trends and Imagery in Judaism ................................................................... 8 On the phrase ‘Wissenschaft des Judentums’ ............................................................. 11 Notes on translation .................................................................................................... 12 Chapter 1: Cultivation and Harvest ................................................................................ 14 1.1 Reproducing Judaism: Leopold Zunz ................................................................... 14 1.2 An Overgrown Garden: -
114 the Method of Transmission Must Accompany Every Literary
114 REVIEW OF BOOKS the method of transmission must accompany every literary and historical investigation to insure a picture which is not slanted. NEUSNERdedicates this important work in form-critical and form-histor- ical study of the sources to Professor Saul LIEBERMAN,easily the greatest scholar of our day in the Talmudic-rabbinic field. It is to NEUSNER'Sgreat credit that he knows the importance of thorough and intense study of the sources. This in our final judgment makes this study of worth). Abraham GOLDBERG J. NEUSNER, The Modern Study of the Mishnah (Studia Post-Biblica XXIII), E. J. Brill, Leiden 1973, XXVII and 283 pp., cloth 72,_ (This volume on modern contributions to the study of the Mishnah forms a com- panion to the earlier study, The Formation of the Babylonian Talmud. Studies in the Achievements of Late Nineteenth and Twentienth Century Historical and Literary-Critical Research (Studia, Post-Biblica XVII), E. J. Brill, Leiden 1970. Like the earlier volume, this book consists of papers by students of Professor NEUSNERoriginally written for his seminar in Talmudic Judaism at Brown University and revised for publication. The attention of the earlier work was given to the literary-historical problem of the editing of the Talmud. In this volume, attention is turned to the way in which modern scholars have dealt with a major rabbinic docu- ment as a whole. The lead article treats the traditional study of the Mishnah. Modern contributions follow and are divided into five major parts: "The Achievement of Jacob N. EPSTEIN" (two chapters treating his study of the text and formation of the Mishnah), "The Beginning of Critical Study" (with chapters on Zecharias FRANKEL, Jacob BRÜLL, and Hirsch Mendel PINELES), "The Historians and the Mishnah" (a single chapter devoted to N. -
Blind in the Torah Service
Committee on Jewish Law and Standards of the Rabbinical Assembly OH 139.2003 THE PARTICIPATION OF JEWS WHO ARE BLIND IN THE TORAH SERVICE RABBI DANIEL S. NEVINS This responsum was adopted by the CJLS on January 15, 2003, by a vote of sixteen in favor, none oppossed, and no abstentions. In favor: Rabbis Abelson, Bergman, Dorff, Drazen, Fine, Frydman-Kohl, Geller, Kurtz, Nevins, Norry, Plotkin, Prouser, Rabinowitz, Rembaum, Roth, and Spitz. vkta1 Can a person who is blind read Torah by memorizing the parshah, or by placing a scanner on top of the Torah text that would translate the text into braille? vcua,2 /sh 'yh trehu :‡v h¬¦b£t Whe«k¡tN«¥ ,t¬¥¨ r¨h§u k«·J§f¦n iT¦¥, t¬«k rº¥U¦g h´¥b§p¦k§u Jr¥ º¥j k´¥K©e§,Ît«k« Do not curse the deaf nor shall you place a stumbling block before the blind; you shall revere your God--I am Adonai (Leviticus 19:14). Throughout Jewish history, Jews who are blind have functioned as full members of the Jewish community, and in many cases, as spiritual and educational leaders too. In contrast to many ancient societies which scorned and persecuted people with disabilities, Judaism has taught us to see the infinite worth of human life and to preserve the safety and dignity of all people. One measure of a person’s dignity is the extent to which he or she is included in the ritual expectations of his or her community. There is a substantial halakhic literature regarding the obligations of Jews who are blind to observe the mitzvot and their ability to fulfill various ritual requirements on behalf of themselves, their families and the congregation.3 In this responsum, we will review the debate 1. -
Yeshivat Har Etzion Israel Koschitzky Virtual Beit Midrash (Email Address: [email protected])
Yeshivat Har Etzion Israel Koschitzky Virtual Beit Midrash (Email address: [email protected]) PARASHAT HASHAVUA According to Rav Alkalai, all of the extensive discussions ***************************************** of the concepts and laws surrounding teshuva, from the time of PARASHAT NITZAVIM Chazal up until the Acharonim, address individual teshuva. General ***************************************** teshuva, in contrast, is the return to Eretz Yisrael of the entire nation, and therefore it takes place at the End of Days.4 The Revolution in the Conceptualization of Teshuva1 By drawing this distinction, Rav Alkalai turns the concepts in the Halakhic and Historical Perception of Rav Yehuda of teshuva and redemption upside down: redemption is still Alkalai dependent on teshuva, but not individual teshuva; rather, it is dependent on general (national) teshuva. In truth, these two Rav Yoel Bin-Nun processes are identical: “Return is arrival.” To state it in his own words: a. “Return is arrival” Individual teshuva means a sinner turns from his sin, in The halakhic, philosophical and historical revolution accordance with the definition of teshuva as set down by wrought by Rav Yehuda Alkalai is especially manifest in his the Rishonim… We call this individual teshuva because it commentary on the biblical unit on teshuva (Devarim 30) and his pertains to the individual: each person engages in definition of the concept of teshuva in Halakha and in history. This teshuva in accordance with his sin. The more grave his textual unit, and the concept of teshuva, become a central focus of transgression, the weightier his teshuva. his overall worldview and his activities. General teshuva, on the other hand, means that the entire His book Petach Ke-chudah shel Machat2 is devoted in its Jewish People returns to the Lord our God, to the land of entirety to his revolutionary exegesis, but the concept of teshuva our forefathers’ inheritance.