SHARING the WELL: a Resource Guide for Jewish-Muslim Engagement
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Jewish Studies in the College of Arts and Letters
Jewish Studies In the College of Arts and Letters OFFICE: Arts and Letters 384 Impacted Program TELEPHONE: 619-594-5327 / FAX: 619-594-8696 The modern Jewish studies major is an impacted program. To be http://jewishstudies.sdsu.edu admitted to the modern Jewish studies major, students must meet the following criteria: Faculty a. Complete preparation for the major; Jewish studies is administered by the Modern Jewish Studies b. Complete a minimum of 60 transferable semester units; Executive Board of San Diego State University. Faculty assigned to teach courses in modern Jewish studies are drawn from the Depart- c. Have a minimum cumulative GPA of 2.0. ments of English and Comparative Literature; European Studies; To complete the major, students must fulfill the degree requirements History; Linguistics and Asian/Middle Eastern Languages; and for the major described in the catalog in effect at the time they are Religious Studies. accepted into the premajor at SDSU (assuming continuous enrollment). Director and Undergraduate Adviser: Risa Levitt (Religious Studies) Committee: Major Academic Plans (MAPs) Bar-Lev (Linguistics, Emeritus) Visit http://www.sdsu.edu/mymap for the recommended courses Baron (History) needed to fulfill your major requirements. The MAPs Web site was Cayleff (Women’s Studies) created to help students navigate the course requirements for their Cummins-Lewis (English) majors and to identify which General Education course will also fulfill a Grossbard (Economics) major preparation course requirement. Koster (Management Information Systems) Modern Jewish Studies Major Levitt (Religious Studies) McIllwain (Public Affairs) With the B.A. Degree in Liberal Arts and Sciences Mohammed (Religious Studies) (Major Code: 15102) (SIMS Code: 114102) Moore (Religious Studies) All candidates for a degree in liberal arts and sciences must Shapovalov (Russian) complete the graduation requirements listed in the section of this catalog on “Graduation Requirements.” Offered by Jewish Studies A minor is not required with this major. -
The Talmud's Two Jubilees and Their Relevance to the Date of the Exodus
Westminster Theological Journal 68 (2006): 71-83 The Talmud’s Two Jubilees and Their Relevance to the Date of the Exodus The Babylonian Talmud mentions two, and only two, occasions for the observance of a Jubilee. The question of whether there actually were Jubilees at the times specified, or whether these passages reflect a later projection of ideas back into a previous age, is a matter of some importance. It bears on the question of when Leviticus was written, because many scholars date the composition of Leviticus, particularly of the so-called “H” or Holiness Code that established the Jubilee and Sabbatical years (Lev 17–26), to exilic or post-exilic times. An exilic or post-exilic date for the Holiness Code would be difficult to maintain if it could be shown that Sabbatical years or Jubilee years were observed before the exile, since the observation of such rituals in the ancient Near East always presupposes their written codification. One way to evaluate whether the two Jubilees mentioned in the Talmud were genuine historical events is to examine the dates assigned to them. The two passages are in b. ‘Arak. 12a, mentioning a Jubilee in the time of Ezekiel, and in b. Meg. 14b, mentioning a Jubilee in the time of Josiah. The ‘Arakin passage is as follows: “Is it not written: In the five and twentieth year of our captivity, in the beginning of the year, in the tenth day of the month, in the fourteenth year after that the city was smitten. Now which is the year the beginning of which falls on the tenth of Tishri? Say: This is the jubilee year.” 1 The argument the Talmud presents here is that the verse quoted (Ezek 40:1) gave the day as both “the beginning of the year” (Rosh HaShanah or New Year’s Day) and also as the tenth of the month. -
Download Ji Calendar Educator Guide
xxx Contents The Jewish Day ............................................................................................................................... 6 A. What is a day? ..................................................................................................................... 6 B. Jewish Days As ‘Natural’ Days ........................................................................................... 7 C. When does a Jewish day start and end? ........................................................................... 8 D. The values we can learn from the Jewish day ................................................................... 9 Appendix: Additional Information About the Jewish Day ..................................................... 10 The Jewish Week .......................................................................................................................... 13 A. An Accompaniment to Shabbat ....................................................................................... 13 B. The Days of the Week are all Connected to Shabbat ...................................................... 14 C. The Days of the Week are all Connected to the First Week of Creation ........................ 17 D. The Structure of the Jewish Week .................................................................................... 18 E. Deeper Lessons About the Jewish Week ......................................................................... 18 F. Did You Know? ................................................................................................................. -
Adas Israel Congregation
Adas Israel Congregation ChronicleMarch Highlights: Purim 5775 Full Schedule 2 Associate Rabbi Search Update 2 Kay Hall Renovation 2 Sulam Board Development 4 Kol HaOlam 5 Passover 5775 Full Schedule 6 First Night Passover Seder 7 Ma Tovu: Geoffery Berman 20 Vol. 77, No. 8 / March 2015 / Adar–Nissan 5775 Chronicle • March 2015 • 1 Associate Rabbi Search Update Purim 5775/2015 The Associate Rabbi search process is in full swing. The Joint Placement Join us for the festive observances of Purim, Committee of the Rabbinic Assembly and the search committee, chaired by celebrated every year on the 14th of the He- Jamie Butler, have been in regular consultation over the last six months. brew month of Adar (late winter/early spring). The committee has reviewed more than 20 applications, conducted eight The holiday commemorates the salvation of introductory Skype interviews to date, and anticipates additional ones in the Jewish people in ancient Persia from Ha- the coming weeks. Committee members have received applications from man’s plot “to destroy the Jews in a single day.” experienced rabbis all over the country, and they are enthusiastic about This year at Adas observances include the quality of the applicants. The committee expects to bring promising a full Megillah reading in the style of The candidates in for a mid-week visit that will include leading minyan, reading Wizard of Oz, a Traditional Egalitarian Minyan Torah, delivering a brief d’var Torah, and meeting with the committee, clergy, family reading, readings for families with and staff. The committee will then invite finalists for a Shabbat weekend young children, and the incredible annual sometime this spring and will solicit feedback from the congregation. -
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. -
The Generic Transformation of the Masoretic Text of Qohelet 9. 7-10 in the Targum Qohelet and Qohelet Midrash Rabbah
Durham E-Theses Wine, women and work: the generic transformation of the Masoretic text of Qohelet 9. 7-10 in the Targum Qohelet and Qohelet Midrash Rabbah Hardy, John Christopher How to cite: Hardy, John Christopher (1995) Wine, women and work: the generic transformation of the Masoretic text of Qohelet 9. 7-10 in the Targum Qohelet and Qohelet Midrash Rabbah, Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/5403/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in Durham E-Theses • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full Durham E-Theses policy for further details. Academic Support Oce, Durham University, University Oce, Old Elvet, Durham DH1 3HP e-mail: [email protected] Tel: +44 0191 334 6107 http://etheses.dur.ac.uk 2 WINE, WOMEN AND WORK: THE GENERIC TRANSFORMATION OF THE MA50RETIC TEXT OF QOHELET 9. 7-10 IN THE TARGUM QOHELET AND QOHELET MIDRASH RABBAH John Christopher Hardy This tnesis seeks to understand the generic changes wrought oy targum Qonelet and Qoheiet raidrash rabbah upon our home-text, the masoretes' reading ot" woh. -
The Marriage Issue
Association for Jewish Studies SPRING 2013 Center for Jewish History The Marriage Issue 15 West 16th Street The Latest: New York, NY 10011 William Kentridge: An Implicated Subject Cynthia Ozick’s Fiction Smolders, but not with Romance The Questionnaire: If you were to organize a graduate seminar around a single text, what would it be? Perspectives THE MAGAZINE OF THE ASSOCIATION FOR JEWISH STUDIES Table of Contents From the Editors 3 From the President 3 From the Executive Director 4 The Marriage Issue Jewish Marriage 6 Bluma Goldstein Between the Living and the Dead: Making Levirate Marriage Work 10 Dvora Weisberg Married Men 14 Judith Baskin ‘According to the Law of Moses and Israel’: Marriage from Social Institution to Legal Fact 16 Michael Satlow Reading Jewish Philosophy: What’s Marriage Got to Do with It? 18 Susan Shapiro One Jewish Woman, Two Husbands, Three Laws: The Making of Civil Marriage and Divorce in a Revolutionary Age 24 Lois Dubin Jewish Courtship and Marriage in 1920s Vienna 26 Marsha Rozenblit Marriage Equality: An American Jewish View 32 Joyce Antler The Playwright, the Starlight, and the Rabbi: A Love Triangle 35 Lila Corwin Berman The Hand that Rocks the Cradle: How the Gender of the Jewish Parent Influences Intermarriage 42 Keren McGinity Critiquing and Rethinking Kiddushin 44 Rachel Adler Kiddushin, Marriage, and Egalitarian Relationships: Making New Legal Meanings 46 Gail Labovitz Beyond the Sanctification of Subordination: Reclaiming Tradition and Equality in Jewish Marriage 50 Melanie Landau The Multifarious -
Orthodoxy in American Jewish Life1
ORTHODOXY IN AMERICAN JEWISH LIFE1 by CHARLES S. LIEBMAN INTRODUCTION • DEMOGRAPHIC CHARACTERISTICS OF ORTHODOXY • EARLY ORTHODOX COMMUNITY • UNCOMMITTED ORTHODOX • COM- MITTED ORTHODOX • MODERN ORTHODOX • SECTARIANS • LEAD- ERSHIP • DIRECTIONS AND TENDENCIES • APPENDLX: YESHIVOT PROVIDING INTENSIVE TALMUDIC STUDY A HIS ESSAY is an effort to describe the communal aspects and institutional forms of Orthodox Judaism in the United States. For the most part, it ignores the doctrines, faith, and practices of Orthodox Jews, and barely touches upon synagogue hie, which is the most meaningful expression of American Orthodoxy. It is hoped that the reader will find here some appreciation of the vitality of American Orthodoxy. Earlier predictions of the demise of 11 am indebted to many people who assisted me in making this essay possible. More than 40, active in a variety of Orthodox organizations, gave freely of their time for extended discussions and interviews and many lay leaders and rabbis throughout the United States responded to a mail questionnaire. A number of people read a draft of this paper. I would be remiss if I did not mention a few by name, at the same time exonerating them of any responsibility for errors of fact or for my own judgments and interpretations. The section on modern Orthodoxy was read by Rabbi Emanuel Rackman. The sections beginning with the sectarian Orthodox to the conclusion of the paper were read by Rabbi Nathan Bulman. Criticism and comments on the entire paper were forthcoming from Rabbi Aaron Lichtenstein, Dr. Marshall Ski are, and Victor Geller, without whose assistance the section on the number of Orthodox Jews could not have been written. -
Chayei Sara 5769
A Muse: Chayei Sarah “Then Rebecca arose with her maidens; they rode upon the camels and proceeded after the man; the servant took Rebecca and went. Now Isaac came from having gone to Beer-lahai-roi, for he dwelt in the south of the country. Isaac went out to supplicate in the fields towards evening and he raised his eyes and saw, and behold! Camels were coming. And Rebecca raised her eyes and saw Isaac; she fell while on the camel and she said to the servant who is that man walking in the field toward us? And the servant said ‘he is my master’. She took the veil and covered herself. The servant told Isaac all the things he had done. And Isaac brought her in to the tent of Sarah his mother; he married Rebecca, she became his wife and he loved her…” (Genesis 24:61-67) This narrative while providing some information leaves out a lot of the detail, thus presenting a sketchy picture which begs to be filled in and texturized. The Torah doesn’t elaborate on Rebecca’s journey back to Isaac, or the dynamics between Rebecca and Eliezer, Isaac’s servant during the course of the journey. It appears as though the narrative was holding back some of the details. The text provides some vague information about Isaac going out to the field to “supplicate”, and later the text even relates that Eliezer informs Isaac of everything that happened on the journey. What did happen? This, the text doesn’t reveal. Some of the language employed in the text is problematic as well. -
Young Muslims Quiz Competition
22nd Annual Young Muslims Quiz Competition presented by SUPPORT Café Yasmeen kasinspirations.com BBQ and Grill 22nd Annual Young Muslims Quiz Competition presented by 22nd Annual Young Muslims Quiz Competition presented by Qur’an Judges Brothers Imam Hasan Siddiqi Fayez Ghwari Sheikh Syed Hussaini Masjid Al-Mustafa ISGH Madrasah Islamiah (Bear Creek) Sheikh Mukhtar Haddad Belem Sheikh Rashid Farooqi Sheikh Ra'ed Alrosan Islamic University of Masjid Ahad Tajweed Institute Madinah Qari Dilawar Shah Sheikh Yasir Sheikh Refaat Elsayed Masjid Al-Salaam Usmani MAS Katy (Champions) Qur’an Judges - Sisters Aabidah Safa Al Qudah Eyman Elhakim Abdelbari Dhuwiya Um Nancy Azzah Eyman Al Qudah Abdullah Speech Judges Sheikh Sheikh Hafiz Abdul Rahman Dr. Irhabi Hamza Ahmad Chao Muhammad Poetry Judges Rahma Rida Adesina Rangoonwala Agha Ali Muhammad Jamal Yunus Visual Arts Judges Hajra Syed Yasmin Bharde Moosa Rahman Hira Syed Anam Qadri Asmaa Syed Sumaiyah Hadi Rahman Areen Nasir Alchikhali Science Fair Judges Mrs. Meyers Mr. Ana Garcia Dr. Razia Sultana Harmony School Harmony School University Houston Mrs. Salma Akbar Sameera Shah Sana Sami Harmony School Sameera Institute ICNA Sisters Muhammad Sami Dr. Harvind Rukaiya Ahmed ICNA Houston Reddy Sameera Institute 22nd Annual Young Muslims Quiz Competition presented by 22nd Annual Young Muslims Quiz Competition presented by Level 1 Knowledge and Qur’an Mariam Ibraheem Zaynab Rizwaan Malik Latheef Houston Qur'an Herold Z-Cubed Academy 4th Elementary 5th Homeschool Ayesha Iswah Khan Rufai SST AL NUR SCHOOL -
Millennium, Jubilee and Human History Under God for Jews in the Middle Ages Rabbi Asher Finkel, Ph.D., Seton Hall University
Seton Hall University From the SelectedWorks of Rabbi Asher Finkel, Ph.D. 2003 Millennium, Jubilee and Human History under God for Jews in the Middle Ages Rabbi Asher Finkel, Ph.D., Seton Hall University This work is licensed under a Creative Commons CC_BY-NC-ND International License. Available at: https://works.bepress.com/asher_finkel/24/ Millennium, Jubilee and Human History under God for Jews in the Middle Ages Asher Finkel Jewish-Christian Studies Graduate Program Department of Religion Seton Hall University South Orange, NJ This article was published in Ich bin ein Hebraer: Gedenken an Otto Michel (1903 - 1993), edited by Helgo Lindner, 312-326. Tübingen: Mohr, 2003. MILLENNIUM, JUBILEE AND HUMAN HISTORY UNDER GOD FOR JEWS IN THE MIDDLE AGES Asher Finkel, Ph.D. The year 1240 is the beginning of the sixth millenium in the Jewish calendar. This year witnessed the Mongol invasion from the East, defeating the Germans and Poles, as well as the year that saw the new ascendancy of the Islamic power. The turn of events was perceived by Nachmanides as the appearance of the "fearsome and terrible beast" in Daniel's vision (Chapter 7) that preceded the coming of the Son of Man, the messianic figure in Jewish apocalypticism. Nachmanides1 portrays the Islamic empire as a "powerful kingdom that is closer to the truth than the former ones," referring to the other theriomorphic empires in Daniel's prophecy. Islam was perceived by Spanish Jewry to be a monotheistic faith, with emphasis on God's unity. Jews faced both Muslims and Christians on the Iberian peninsula, and they were also aware of the distinction between them. -
Hillel Torah Bar/Bat Mitzvah Booklet
In the Beginning .............................................................................................................. 2 Torah Learning and Chesed ............................................................................................. 3 Inviting Classmates .......................................................................................................... 3 Shabbat Celebrations ....................................................................................................... 4 Housing At Shul The Kiddush or Luncheon Shabbat Afternoon Activities Bar/Bat Mitzvah Parties ................................................................................................... 5 Guidelines for Attending a Classmate’s Simcha .............................................................. 6 In-School Celebrations .................................................................................................... 7 Gift Program ..................................................................................................................... 7 After Your Simcha ............................................................................................................ 8 Chesed Opportunities Appendix ...................................................................................... 9 Library Centerpieces ...................................................................................................... 15 בס"ד Mazel Tov on the upcoming Bar/Bat Mitzvah of your child! Planning for this simcha is a wonderfully exciting