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Teshuvah: Being Your Best Self!
TESHUVAH: BEING YOUR BEST SELF! During the days leading up to and including Rosh Hashanah, we spend a lot of time in shul asking Hashem for forgiveness for things we may have done wrong over the course of the year, and we ask for a successful year, a healthy year, and a peaceful year. Also, we are encouraged to reach out to people who maybe we have not spoken to in a while or people we may have had disagreements with and make amends. We can all think to ourselves and make a list of people who might appreciate a phone call, or might be excited to get a text, or wants to become friends again. The months of Elul and Tishrei which contain Rosh Hashanah and Yom Kippur, focus specifically on the middot and character traits of repentance, charity, and prayer. So let’s explore how we can include this attribute of Teshuvah (Repentance) this Rosh Hashanah season, and why it is so important! Teshuvah) which is translated as Repentance) -תְּׁשּובָה This is the act of us righting a wrong, big or small, and it can take place whether it’s between you and a friend, or you and Hashem! During the days leading up to Rosh Hashanah, it is a special time for us to ask for forgiveness and work on ourselves. WHAT ARE 3 THINGS I CAN WORK ON? (It can be something as small as trying to say good things about other people or letting your younger sibling pick what TV show to watch). Fill in below: ____________________________________________________________________________________________ ____________________________________________________________________________________________ -
Cultivating the Middah (Soul-Quality) of Personal Kedushah (Holiness) Rosh Hashanah Eve 5775 September 24, 2014 Rabbi Yoel H
"Honoring Tradition, Celebrating Diversity, and Building a Jewish Future" 1301 Oxford Street - Berkeley 94709 510-848-3988 www. bethelberkeley. org Cultivating the Middah (soul-quality) of Personal Kedushah (Holiness) Rosh Hashanah Eve 5775 September 24, 2014 Rabbi Yoel H. Kahn Shanah tovah. We read in the Mishnah: One should pray the Amidah with great sincerity. Even if the king asks: How are you? One should not respond; and even if a snake wraps itself around your heel, one should not interrupt the prayer. iNow, I hasten to point out that Rabbi Obadiah Bartenura, a 15th century Italian commentator, explains that this only applies to a Jewish king, for a Yiddishe monarch – we should only be so fortunate! -would surely know about the importance of the silent prayer and this very teaching, but if it’s a gentile king, you better say “Hello, sir, ” back, lest you be executed on the spot! Bartenura goes on to explain that the snake on your leg is likely to be harmless, anyway, but if a scorpion climbs up your leg, it’s definitely appropriate to stop. I thought of this Mishnah when a friend told me this story about Rabbi Israel Salanter. A Lithuanian rabbi living at the eve of the modern world, Salanter worried that excessive attention to the ritual mitzvot was not preparing people to live in the world. Rabbi Salanter passed a meticulously observant Jew during these Ten Days of Awe. Rabbi Salanter’s Hasid, his follower, was so engrossed in prayer and reflection that he failed to greet his Rebbe, whereupon Salanter protested: “Just because you are so pious, does this give you the right to deny me my ‘Good morning’?”'ii The Rabbi saw a community busy with the details of the commandments but painfully lacking in heart and soul. -
Orality and the Redaction of the Babylonian Talmud
Oral Tradition, 14/1 (1999): 52-99 Orality and the Redaction of the Babylonian Talmud Yaakov Elman Classic Rabbinic literature of the third and fourth centuries, both in its Palestinian and Babylonian exemplars, presents us with the elements of a theology of oral transmission that reflected, justified, and shaped the oral transmission of Rabbinic learning.1 Despite the plethora of data indicating the privileged position of oral transmission, there has been a disinclination to acknowledge this possibility, if only because of the massive amount of material that had to be memorized—2711 folio pages—and the existence of alternative paradigms in Greco-Roman culture. In the following remarks, I shall attempt to marshal the data that point to the overwhelming likelihood that this legal material (about two-thirds of the total) was orally transmitted, and that the analytical and dialectical redactional layer, perhaps 55% of the Babylonian Talmud (hereafter: the Bavli), was also orally composed. This long period of oral transmission and composition took place against a background of what I shall term “pervasive orality” in Babylonia, as contrasted with the greater prevalence of written transmission in the Greco- Roman cultural sphere. Study of the Bavli is potentially fruitful for understanding the effects of orality in light of three advances that have been made within the field of recent Talmudic study, each of which may affect our understanding of the interplay of oral and written texts in Rabbinic Babylonia. One relates to the history of Middle Hebrew, one to the question of oral transmission in Amoraic times (fourth-fifth centuries), and one to the dating of the anonymous, framing, or interpretive comments on the remaining attributed material, including large amounts of interpolated dialectic. -
Zera'im: Jewish Community
ZERA’IM: JEWISH COMMUNITY GARDENING RESOURCE MANUAL Retreat • Farm • Learn • Celebrate! Made Possible By We dedicate this manual to Jonah Adels, 1984-2013 An inspirational fellow traveler on planet Earth, beautiful person, amazing Jewish garden educator, staff and community member at Eden Village Camp. We miss you brother and carry on your work together. CONTENTS WELCOME TO THE GARDEN ACKNOWLEDGMENTS OUR INVTATION FOR HOW TO USE THIS MANUAL GARDEN BLESSING PART V: GARDEN SPOTLIGHTS PART I: INTRO TO JEWISH COMMUNITY GARDENING Early Childhood Gardens Learning Ladder What is Jewish Community Gardening? Beth El Owings Mills JCC PART II: ENVISIONING YOUR GARDEN Synagogue Gardens Netivot Shalom Setting Goals and Planning Harford Jewish Center Themes for Jewish gardening Fundraising and Budgeting Senior Centers Weinberg Village PART III: PRE-GARDEN PREPARATION Hillels Soil Health and Preparation Johns Hopkins Hillel Compost Seeds Special Needs Plants Needs to Grow Tools for you Garden ADDITIONAL RESOURCES PART IV: GARDEN SET-UP & MAINTENANCE What type of Garden? Garden Beds Watering and Irrigation Harvest Schedule Trellising Pest and Weed Control What to do with food from the garden? Shalom Aleichem WELCOME TO THE GARDEN! With great thanks to the Covenant Foundation, we offer this resource in Jewish community gardening based on three years of Pearlstone’s experiences creating and collaborating with eight unique gardens throughout the Baltimore Jewish Community. A two-year Signature Covenant Grant enabled us to create the Jewish Community Gardening Collective (JCGC), an innovative and dynamic network establishing grassroots Jewish community gardens and making the most out of them with experiential education. d Thank You To Our Local Baltimore Jewish Partners! Beth-El Congregation; Harford Jewish Center; Johns Hopkins University Hillel; Learning Ladder at Oheb Shalom Congregation; Needs to Grow; Netivot Shalom Congregation; Owings Mills JCC Early Childhood Center; Weinberg Village. -
The Rosh Hashanah Prayer Service Companion 1 the Rosh Hashanah Prayer Service Companion
The Rosh HaShanah Prayer Service Companion 1 The Rosh HaShanah Prayer Service Companion The Rosh HaShanah Prayer Service Companion No matter what style of service you run, the Rosh HaShanah Prayer Service Companion will help add insight and inspiration to your services. Machzor commentaries, stories, and discussion ideas follow the order of the Rosh HaShanah services. The Companion references the corresponding pages in the standard English - Hebrew ArtScroll Machzor for each component of the tefillot and is indicated, for example, by AS: p. 118. Table of Contents Opening Remarks 2 Section I. Festive Meal Part A. Simanim 6 Part B. Selected Customs 7 Section II. The Shacharit Service Part A. Shema 8 Part B. Amidah 9 Part C. Avinu Malkeinu 13 Section III. Torah Readings Part A. First Day 15 Part B. Second Day 19 Part C. Haftarot 25 Section IV. Shofar Part A. Shofar Blasts: Tekiah, Teruah, Shevarim 26 Part B. Themes 27 Part C. Stories 28 Section V. The Mussaf Service Part A. Unetaneh Tokef 31 Part B. Teshuvah, Tefillah, Tzedakah 38 Part C. Introduction to Mussaf: Malchiyot, Zichronot, and Shofarot 41 Part D. Elements of Mussaf in Detail 43 Section VI. Tashlich 51 Epilogue 53 The Rosh HaShanah Prayer Service Companion 2 Opening Remarks: The service should begin with some opening remarks from the leader of the services, either at Maariv or Shacharit. To make the greatest impact, time these comments for whenever you expect a strong showing of participants. First provide an overview of the basic sequence of events that will take place in your program, and then offer a glimpse at the insight and inspiration the participants can hope to expect from your program. -
TORAH LISHMA Yamim Nora’Im 5777
MARIA AND JOEL FINKLE OVERSEAS PROGRAM TORAH LISHMA Yamim Nora’im 5777 Introduction Rav Shlomo Brown Menahel Contributions Rav Shlomo Riskin Founder and Chancellor, Ohr Torah Stone and Rav David Stav Co-Chancellor, Ohr Torah Stone Shiurim and Essays (authors listed in alphabetical order) Rav Yitzhak Blau, Rav David Brofsky, Rav Rafi Eis, Ms. Dena Freundlich, Rav Menachem Leibtag, Mrs. Sally Mayer, Rav Jonathan Mishkin, Rav Yoni Rosensweig LIKE US SUBSCRIBE www.midreshet-lindenbaum.org.il - 1 - MARIA AND JOEL FINKLE OVERSEAS PROGRAM TABLE OF CONTENTS Rav Shlomo Brown Introduction Page 3 Rav Shlomo Riskin “The Sound of the Shofar” Page 4 Rav David Stav Page 6 ”אמירת כל נדרי“ Rav Yitzhak Blau “The Logic of Repentance: Justice or Mercy?” Page 7 Rav David Brofsky “Mitzvat Teki’at Shofar” Page 10 Rav Rafi Eis Page 18 ”מצוות צריכות כוונה“ Ms. Dena Freundlich “Teshuva, Revelation, and Yom Kippur” Page 20 Rav Menachem Leibtag “Yom Tru’a” Page 28 Mrs. Sally Mayer “The Inspiration to Change” Page 38 Rav Jonathan Mishkin “The Themes of Rosh Hashana” Page 40 Rav Yoni Rosensweig “Significant Selichot” Page 45 P.S. Your feedback is very important to us. Please contact our alumnae coordinator, Batsheva Ephraim, with questions and /or comments: [email protected] LIKE US SUBSCRIBE www.midreshet-lindenbaum.org.il - 2 - MARIA AND JOEL FINKLE OVERSEAS PROGRAM INTRODUCTION Rav Shlomo Brown Menahel We are proud to present this edition of ―Torah Lishma‖, a choveret featuring shiurim and essays on the Yamim Noraim from the rabbinic leadership of Ohr Torah Stone and from our faculty at the Maria and Joel Finkle Overseas Program at Midreshet Lindenbaum. -
(Bsanhedrin 82A): a LEGAL STUDY of INTERMARRIAGE in CLASSICAL JEWISH SOURCES
"IS SHE FORBIDDEN OR PERMITTED?" (bSANHEDRIN 82a): A LEGAL STUDY OF INTERMARRIAGE IN CLASSICAL JEWISH SOURCES by Laliv Clenman A thesis submitted in conformity with the requirements for the degree of PhD Graduate Department of Near and Middle Eastern Civilizations University of Toronto © Copyright by Laliv Clenman (2009) Name: Laliv Clenman Degree: Ph.D. Year of Convocation: 2009 Graduate Department: Near and Middle Eastern Civilizations University of Toronto Thesis Title: "Is she forbidden or permitted?" (bSanhedrin 82a): A Legal Study of Intermarriage in Classical Jewish Sources Thesis Abstract: This longitudinal and comparative study explores the nature and development of rabbinic thought on intermarriage. One could hardly phrase the query that lies at the heart of this work better than the Talmud itself: "Is she forbidden or permitted?" (bSanhedrin 82a). This challenge, posed to Moses as part of an exegetical exploration of the problem of intermarriage, asks so much more than whether an Israelite might marry a Gentile. It points to conflicts between biblical law and narrative, biblical and rabbinic law, as well as incompatibilities within rabbinic halakhah. The issues of status, national identity and gender loom large as the various legal and narrative sources on intermarriage are set on an hermeneutic collision course. In this way many rabbinic sources display a deep understanding of the complexity inherent to any discussion of intermarriage in rabbinic tradition. Considering intermarriage as a construct that lies at the intersection between identity and marital rules, we begin this study of rabbinic legal systems with an analysis of the notion of intramarriage and Jewish identity in halakhah as expressed through the - ii - system of the asarah yuchasin (ten lineages). -
Demarcation Between Sacred Space and Profane
15 Demarcationbetween SacredSpace and ProfaneSpace: The Templeof Herod Model Donald W. Parry To illustrate the pure condition of the temple of Jerusalem, the city of Jerusalem, and the land of Israel, ancient Jewish midrashim tended to exaggerate with the intent of showing the antithetical relationship between sacred and profane space. For instance, Sifre on Deuteronomy Pisqa 37 states that "the refuse of the land of Israel, is supe rior to the best place in Egypt." 1 Other accounts produced by the same author(s) relate that four kingdoms of the world argued for possession of the least significant moun tains of Israel because even the most inferior areas of the land of Israel were superior to the remaining parts of the world. 2 Why is the land of Israel superior to neighboring Egypt, and why are the least significant areas of Israel supe rior to the remaining parts of the world? The answer to this question lies in the fact that the temple of the Lord existed in the land of Israel, causing all parts of Israel to possess a degree of holiness. The fact that a temple existed in the land of Israel forced the Jewish rabbinic authorities to develop an interesting and unique theology concerning sacred space. According to several rabbinic documents, the land of Israel was divided 413 414 DONALD W. PARRY into ten concentric zones of holiness. The premier rabbinic record that identifies the various gradations of holiness is M Kelim 1:6-9. It states: There are ten degrees of holiness: The land of Israel is holier than all the [other] lands ... -
Beginners Guide for the Major Jewish Texts: Torah, Mishnah, Talmud
August 2001, Av 5761 The World Union of Jewish Students (WUJS) 9 Alkalai St., POB 4498 Jerusalem, 91045, Israel Tel: +972 2 561 0133 Fax: +972 2 561 0741 E-mail: [email protected] Web-site: www.wujs.org.il Originally produced by AJ6 (UK) ©1998 This edition ©2001 WUJS – All Rights Reserved The Guide To Texts Published and produced by WUJS, the World Union of Jewish Students. From the Chairperson Dear Reader Welcome to the Guide to Texts. This introductory guide to Jewish texts is written for students who want to know the difference between the Midrash and Mishna, Shulchan Aruch and Kitzur Shulchan Aruch. By taking a systematic approach to the obvious questions that students might ask, the Guide to Texts hopes to quickly and clearly give students the information they are after. Unfortunately, many Jewish students feel alienated from traditional texts due to unfamiliarity and a feeling that Jewish sources don’t ‘belong’ to them. We feel that Jewish texts ought to be accessible to all of us. We ought to be able to talk about them, to grapple with them, and to engage with them. Jewish texts are our heritage, and we can’t afford to give it up. Jewish leaders ought to have certain skills, and ethical values, but they also need a certain commitment to obtaining the knowledge necessary to ensure that they aren’t just leaders, but Jewish leaders. This Guide will ensure that this is the case. Learning, and then leading, are the keys to Jewish student leadership. Lead on! Peleg Reshef WUJS Chairperson How to Use The Guide to Jewish Texts Many Jewish students, and even Jewish student leaders, don’t know the basics of Judaism and Jewish texts. -
PESACH 2021 והגדת לבנך a Collection of Divrei Torah by AMIT Students
PESACH 2021 והגדת לבנך A collection of Divrei Torah by AMIT students 2 1 Table of Contents The Connection Between Miriam’s Tambourine and the Dear The Importance of Careful Speech AMIT Women by Dafna Gil, 10th Grade . 4 by Ma’ayan Simantov, 9th Grade . 31 And It Came to Pass… by Gabriel Cohen, 12th Grade . 5 The Four Sons by Eliya Amsalem, 9th Grade . 33 True, Inner Freedom by Yonatan Cohen, 11th Grade . 6 The Unity of the People of Israel by Ravid Kadoshim, 12th Grade . 34 What’s the Connection Between the Exodus from Egypt and Corona? by Zofia Harpanes, 12th Grade . 7 It Begins with Disgrace and Ends with Praise by Ilay Hajbi, 11th Grade . 36 Miriam the Leader by Tohar Ezrahi, 11th Grade . 9 “We Survived Pharaoh, We’ll Survive This, Too” Corona as a By the Merit of Women – Pesach, Redemption and Parable of the Plagues of Egypt and the Exodus Miriam the Prophetess by Shahar Levy, Rani Siman Tov and by Osher Hadad, 10th Grade . 37 Shani Yaish, 9th Graders . 11 When Our Heart is Beating, It Means We are Alive And You Shall Tell Your Son by David Laredo, 12th Grade . 12 by Anael Avinoam, 12th Grade . 39 The True Meaning of B’nei Chorin—Free People The Five Terms of Redemption by Avi Yousofov, 11th Grade . 41 by Yuval Brot, 11th Grade . 13 D’var Torah for Pesach Night by Yael Fribor, Ayelet Koren, Why Does the Exodus Matter? by Hillel Seeman, 10th Grade . 15 Reut Ashkenazi, and Tal Gotlieb, 10th Grade . -
Interpretive Liturgy Shabbat
INTERPRETIVE LITURGY FOR SHABBAT NOTE: The prayers, poems, meditations and commentary in this collection were composed by members of West End Synagogue, A Reconstructionist Congregation in New York City, for use in synagogue services. The pieces may be used during religious services by other congregations, provided that West End Synagogue and the individual authors, who own the copyright to their work, are cited. Any other usage requires permission from the individual authors, who can be contacted through West End Synagogue November 2006 Last Revised 03/31/2016 Compiled by Andrea Bardfeld Sponsored by the Ritual Committee of West End Synagogue A Reconstructionist Congregation 190 Amsterdam Ave., New York, NY 10023 Tel: (212) 579 – 0777 Fax: (212) 579 – 0226 Writings may be used during religious services, provided that the individual authors and West End Synagogue are i cited. Any other usage requires permission from the authors, who may be contacted through West End Synagogue using the email address: [email protected]. Table of Contents INTRODUCTION .......................................................................................................................................................v WEST END SYNAGOGUE ...................................................................................................................................13 MISSION STATEMENT ...................................................................................................................... 14 BARHU ................................................................................................................................................. -
Imagining the Temple Known to Jesus and to Early Jews
1 Imagining the Temple Known to Jesus and to Early Jews Leen Ritmeyer There is great value in making reconstruction drawings to imagine the Temple that Jesus and the early Jews knew. First and foremost, the process allows historical and archaeological information about this site, venerated by members of the three major faiths, Judaism, Christianity, and Islam, to be presented in a meaningful way. It also provides a fruitful focal point for collaborative work between those of other disciplines who are trying to understand the site. However, I also realize how privileged we are when dealing with this particular site as compared to others. When I did my master’s degree in Conservation Studies at the Institute of Advanced Architectural Studies at the University of York, one of the axioms I noted from an ICOMOS document (the International Council on Monuments and Sites offers advice to UNESCO on World Heritage Sites) was the following: An all-important principle to be observed in restoration, and one which should not be departed from on any pretext whatsoever, is to pay regard to every vestige indicating an architectural arrangement. The architect should not be thoroughly satisfied, nor set his men to work until he has discovered the combination which best and most simply accords with the vestiges of ancient work: To decide on an arrangement a priori, without having gained all the information that should regulate it, is to fall into hypothesis; and in works of restoration nothing is so dangerous as hypothesis.1 1. Viollet-le-Duc and Eugene Emmanuel, “Appendix 1: On Restoration,” in Our Architectural Heritage: (Paris: Cevat Erder, 1986), 208.