RELIGION EDUCATIONcjs/PDF/CJSNewsletter... · 2009. 10. 30. · GannAcademy, “Teaching Biblical Criticism in a Jewish Community High School” 5:30 - 6:30 Dr.SusanM.Kardos, “Jewish

VOL XV I I I , NUMBER 1

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IN THIS ISSUE:

• CONFERENCE NEWSpages 1-2

• FACULTY NEWSpages 3

• LECTURESpage 4

• STUDENT PROFILESpages 7-9

• VISITOR NEWSpage 10

...featuring the

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&October 17-18, 2006

TUESDAY, OCTOBER 179:30 - 10:30Professor Sharon Feiman-Nemser, BrandeisUniversity: “Approaches to the Study ofEducation”

10:45 - 12:30Professor Michael Heyd, Hebrew University,“‘A young man according to his way’ or - ‘trainup the child in the way he should go’?:Proverbs 22:6 in Translations, Commentariesand Sermons of the Early Modern Period”

Mr. Asaph Ben-Tov, Hebrew University, “TheAuthority of Pedagogues and the Authority ofthe Ancients: Pagan Texts in ReformationGermany”

1:45 - 3:45Professor Ephraim Kanarfogel, YeshivaUniversity, “’For the Student Can Outsmart HisTeacher’: The Right of Disagreement in TosafistThought”

Professor Bernard Septimus, HarvardUniversity, “Rabbinic Discipleship andAristotelian Friendship in Maimonides”

4:00 - 5:30Ms. Michal Kravel-Tovi, Hebrew University,“Teaching and Educating - Aspects of OrthodoxConversion in Israel”

CENTER FOR JEWISH STUDIES WINTER 20071

OCTOBER 17 & 182006

ROSOVSKY HALLHARVARD HILLELBUILDING52 MT. AUBURN STREETCAMBRIDGE, MA

Co-Sponsors:CENTER FOR JEWISH STUDIES, HARVARD UNIVERSITYMANDEL CENTER FOR STUDIES IN JEWISH EDUCATION, BRANDEISUNIVERSITYSCHOLION–INTERDISCIPLINARY RESEARCH CENTER IN JEWISHSTUDIES, THE HEBREW UNIVERSITY OF JERUSALEM, THE MANDEL INSTITUTE OFJEWISH STUDIES

RELIGIONEDUCATION

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PHOTOS BY MARCUS HALEVI

WINTER 2007 CENTER FOR JEWISH STUDIES 2

Dr. Susan Tanchel, Brandeis University andGann Academy, “Teaching Biblical Criticism ina Jewish Community High School”

5:30 - 6:30Dr. Susan M. Kardos, “Jewish Education andCommunity”Respondent: Jay M. Harris, HarvardUniversity

WEDNESDAY, OCTOBER 189:30 – 12:00Prof. Immanuel Etkes, Hebrew University, “TheHasidic Leader as an Educator: The Case ofRabbi Shneur Zalman of Liadi”

Prof. Allan Nadler, Drew University, “TheInfluence of Lithuanian Talmudism on 20thCentury Hasidic Yeshivot”

Mr. Shlomo Tikochinski, Hebrew University,“Involvement or Isolation: The Beginnings of the‘Mussar’ Yeshivos in Erez Israel”

Respondent: Prof. Gregory Freeze, BrandeisUniversity

1:15 - 2:30Professor Tamar El-Or, Hebrew University,“’Once you start’: the linear destiny of religious-feminist education”

Respondent: Dr. Shani Bechhofer, YeshivaUniversity

2:45 - 4:00Professor Baruch Schwarz, HebrewUniversity, “‘Hevruta’ in Lithuanian-IsraeliYeshivas: An Empirical Approach”

Respondent: Jay M. Harris, HarvardUniversity

4:15 – 5:15Dr. Jon A. Levisohn, Brandeis University,“Conference Conclusion: On Some FalseDichotomies in Religious Education”

PICTURED OPPOSITE PAGE:AT TOP (L-R): Tamar El-Or, Allan Nadler,Immanuel EtkesCENTER: Gregory FreezeBOTTOM: Baruch Schwartz

PICTURED THIS PAGE:CLOCKWISE, FROM TOP RIGHT:Michael Heyd, Shlomo Tikochinski, ShaniBechhofer, Jay Harris, and Asaph Ben-Tov

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Thanks to the visitingprofessorships at the Center forJewish Studies, we are able to

host prominent scholars to teach classesin important areas of Jewish studies notcovered by our full-time faculty. TheCenter hosted two visiting professorsduring the 2006 fall semester.

DEREK PENSLAR, Samuel J.Zacks Chair in European Jewish Historyand Director of the Jewish StudiesProgram at the University of Toronto,was our fourth Nachshon VisitingProfessor of Modern Israel Studies.Professor Penslar taught two classes,“Zionism and the State of Israel” and“Power and Identity in Modern JewishHistory.”

LEE LEVINE, Professor in theDepartment of Jewish History andArchaeology at the Hebrew Universityof Jerusalem, was our GerardWeinstock Visting Professor of JewishStudies. He offered two classes,“Jewish Identities in Antiquity:Permutations and Transformations” and“Visual Judaism: History, Art andIdentity in Late Antiquity.”

CENTER FOR JEWISH STUDIESEXECUTIVE COMMITTEEWELCOMES TWO NEW MEMBERS:

RACHEL GREENBLATT,Assistant Professor of Near EasternLanguages and Civilizations,Department of Near Eastern Languagesand Civilizations (Faculty of Arts andSciences)

JONATHAN SCHOFER,Assistant Professor of ComparativeEthics (Harvard Divinity School)

PICTURED TOP OF PAGE:Professor Derek Penslar

ABOVE:Professor Lee Levine

FACULTYNewsVISITING PROFESSORS

OCTOBER 12, 2006“The Eve of Spain: Mythmaking and theConversion of History”PATRICIA GRIEVENancy and Jeffrey Marcus Professor of theHumanities, Columbia UniversityThe Friends of the Center for Jewish StudiesFund_________________________________________NOVEMBER 8, 2006A reading byORLY CASTEL BLOOMEminient Israeli Writer

Martin D. and Helen B. Schwartz Lecture FundCo-sponsored by CMES and NELC ModernHebrew Program_________________________________________

NOVEMBER 8, 2006

“Jewish Identities in Antiquity: Transformationsand Permutations”LEE LEVINEThe Hebrew University of Jerusalem andWeinstock Visiting Professor of Jewish Studies,Harvard University (Fall 2006)

Estelle and Howard Rubin Fund_________________________________________

NOVEMBER 16, 2006

“Baghdad Yesterday: The Making of an ArabJew”SASSON SOMEKHSasson Somekh is Professor Emeritus at Tel AvivUniversity where he held the Halmos Chair inArabic Literature. He is the former director of theIsrael Academic Center in Cairo. He is the authorof several books in English, Arabic and Hebrew,about modern Arabic literature, including a 1973monograph on the novels of the Egyptian NobelLaureate, Naguib Mahfouz. His memoir of hischildhood, Baghdad Yesterday, was published in2004.

Co-sponsored by CMES andYanoff-Taylor Lecture and Publication Fund_________________________________________

DECEMBER 14, 2006

“Envisaging Jewish Assimilation or the Meaningof Moses Mendelssohn’s Beard”MICHAEL SILBERSenior Lecturer in History of the Jewish People,The Hebrew University of Jerusalem

The Leon I. Mirell Lecture Fund


CENTER FOR JEWISH STUDIES

DIRECTOR: Shaye J.D. Cohen

ADMINISTRATOR: Rachel Rockenmacher

STAFF ASSISTANT: Brenna Wells

CHAIR, FRIENDS OF THE CENTER FORJEWISH STUDIES: Peter J. Solomon

EXECUTIVE COMMITTEE: RachelGreenblatt, Jay M. Harris, MiriKubovy, Jon Levenson, Peter Machinist,Avi Matalon, Jonathan Schofer,Bernard Septimus and Ruth Wisse

CENTER FOR JEWISH STUDIESHarvard University6 Divinity AvenueCambridge, MA 02138PHONE: 617-495-4326FAX: 617-496-8904

http://www.fas.harvard.edu/~cjs

DESIGN: Erin P. Dowling

CJSLectures2006

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In December 1984, Peter Solomon(AB ‘60, MBA ‘63), then a memberof the Harvard Board of Overseers,

announced the establishment of theFriends of the Center for Jewish Studies.This organization seeks to provide anongoing base of support for the Centerand to enable it to expand its presentareas of activity. Annual support fromthe Friends helps shape the future ofJewish Studies and sustain the Centeras an influential, multifacetedenterprise at Harvard.

Some of the specific projects the Friendsof the Center for Jewish Studies include:• student research projects (both

undergraduate and graduate, school-year and summer);

• graduate student fellowships;• research-related expenses for visiting

scholars;• public lectures and class presentations

by distinguished scholars;• doctoral dissertation advising by

specialized scholars from outsideHarvard;

• group discussions of research inprogress for Harvard faculty andstudents in Jewish studies


YOU ARE INVITED......to show your interest in JewishStudies at Harvard by joining theFriends of the Center for Jewish Studiesin one of the following categories:

Associate: $50 Patron: $100Pillar: $500 Benefactor: $1,000

ASSOCIATES of the Center receive thenewsletter and invitations to lectures,symposia and colloquia.

PATRONS of the Center additionallyreceive priority invitations to selectedevents and selected publications.

PILLARS of the Center additionallyreceive copies of all Centerpublications.

BENEFACTORS of the Center receive allof the preceding, including invitationsto additional events.

This year we hope to substantiallyincrease the number of Friends of theCenter, thereby creating a broaderbase of support for the Center’sprojects and activities.

FRIENDS of theC E N T E R F O RJEWISH STUDIES

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If you know anyone who might be interested in joining the Friends,would you please notify the Center 617.495.4326 so that we mayacquaint him or her with the Center’s work.

Peter J. Solomon, ChairmanFriends of the Center for Jewish Studies


FACULTY OF ARTS ANDSCIENCESCORE CURRICULUM• Jewish Life in Eastern Europe• Tel Aviv: Urban Culture in Another Zion• Jews in Modern Times: From the FrenchRevolution to the Emergence of Israel• Modern Jewish Literature• “Athens and Jerusalem”: Self and Otherin Classical Greek and Hebrew Literature• The Book of Job and the Joban Tradition• From the Hebrew Bible to Judaism, Fromthe Old Testament to Christianity• “If There is No God, All is Permitted”:Theism and Moral Reasoning

FRESHMAN SEMINARS• Who Is a Jew? Jewish Identity andIdentifiability in the Modern World.• Cemetery as History: Jewish BurialPlaces and Their Christian Context inEurope and North America �

COMPARATIVE LITERATURE• Comparative Themes in the Literatures ofMedieval Spain: Seminar• Mysticism and Literature: Seminar• Literature and Politics: The New YorkIntellectuals

HISTORY• The Jews in Muslim and Christian Spain• Vichy France: Conference Course• The Holocaust: History and Memory �

• Central and Eastern European History:Seminar �

• Ethnic Identities in Classical Antiquity:Seminar

LITERATURE• Saul Bellow’s Planet• The Holocaust and Problems ofRepresentation• From Type to Self in the Middle• The Comic Tradition in Jewish Culture

NEAR EASTERN LANGUAGESAND CIVILIZATIONS• Biblical Archaeology• Introduction to the Hebrew Scriptures• Biblical Interpretation: Seminar• Myth and Myth-Making in the Biblicaland Ancient Near Eastern World• Jewish Apocalypticism• Israelite Wisdom Literature �

• Textual Criticism of the Hebrew Bible:Seminar

• History of the Study of the Hebrew Bible:From the Renaissance to the Present:Seminar• Biblical Theology: Seminar

POSTBIBLICAL JEWISH STUDIES• Introduction to Yiddish Culture• Modern Jewish Religious Movements• Modern Jewish Thought• History versus Literature in ModernJewish Texts• Jewish Identities in Antiquity:Permutations and Transformations �

• Jewish Literature in the Islamic World,650-1300 �

• Deconstruction and Questions of JewishIdentity: Seminar• Jewish Society and Culture in EarlyModern Europe �

• Gender Roles and the Role of Gender:Jewish Society in Medieval and EarlyModern Europe �

• Zionism and the State of Israel �

• Power and Identity in Modern JewishHistory �

• Guided Readings in Jewish History• The Origins of Rabbinic Law �

• Visual Judaism: History, Art, and Identityin Late Antiquity �

• Does Glikl Stand Alone? JewishAutobiographical Writing, 14th–19thCenturies• Reading and Research in PostbiblicalJewish Studies

HEBREW LANGUAGE COURSES• Elementary Classical Hebrew• Intermediate Classical Hebrew• Rapid Reading Classical Hebrew• Elementary Modern Hebrew• Intermediate Modern Hebrew• Advanced Modern Hebrew• Contemporary Israeli Culture• The Layers of Hebrew in Texts aboutJerusalem• How to Say “I Love You” in Hebrew• Hebrew for Academic Reading

HEBREW LITERATURE ANDHISTORY COURSES• Introduction to Rabbinic Literature• The Origins and Development of theClassical Jewish Liturgy• Maimonides’ Book of Knowledge and itsMedieval Critics• The Problem of Language in MedievalJewish Thought

• From Jewish Literature to IsraeliLiterature: Seminar• Problems in the Literature, History, andReligion of Israel: Seminar• Literature of Israel: Seminar• The Medieval Torah Commentary: APractical Introduction: Seminar• Joseph and Esther: Seminar• The Binding of Isaac (Aqedah): Seminar• Song at the Sea: Seminar• Rabbinic Stories and Rabbinic Thought:Seminar �

• The Poetry of Judah Halevi �

• Classical Hebrew Language andLiterature• Postbiblical Hebrew Language andLiterature

YIDDISH• Elementary Yiddish• Intermediate Yiddish• Advanced Yiddish• Modern Yiddish Literature I: The YiddishShort Story• The Yiddish Novel Under Tsars andStripes• Studies in Yiddish Drama• Modern Yiddish Literature: Yiddish andYiddishism, 1864-2000: Seminar• Yiddish Language and Literature

STUDY OF RELIGION• Judaism: The Liturgical Year• Time and Space in Rabbinic Judaism �

• Midrash: Jewish Biblical Interpretation inthe Rabbinic Period

HARVARD DIVINITY SCHOOLCOURSES• Introduction to the HebrewScriptures/Old Testament• Reading Midrash

HARVARD LAW SCHOOLCOURSES• Jewish Law: The Legal Thought ofMaimonides• Talmudic Law for Beginners

EXTENSION SCHOOLCOURSES• Modernity and Tradition in JewishLiterature• Jewish Life in Eastern Europe• A Thematic Introduction to the HebrewBible (Old Testament)• The Bible and Politics

� = NEW COURSE

COURSEOFFERINGS2006-07


JESSICA BLOOM grew up inWellesley, MA and was drawn toHarvard’s Yiddish program. Throughouther college experience she knew thatshe wanted to combine her interests inYiddish Studies and Latin AmericanStudies, as well as Spanish and Yiddishlanguages. Now a senior, she isconcentrating in Near EasternLanguages and Civilizations andobtaining a certificate in Latin AmericanStudies.

Jessica has appreciated theopportunity both to study Yiddish atHarvard and to work one-on-one withprofessors such as Ruth Wisse to createan individualized academic plancombining her diverse interests. She firstdecided to focus on Argentina, the LatinAmerican country with the largestYiddish-speaking population, and thenBuenos Aires, the city in Argentina withthe most Yiddish speakers. Her interest inlearning about the importance of Yiddishlanguage to Argentina’s Jewishcommunity led Jessica to focus her seniorthesis on two prominent Yiddish-speakingfigures on opposite sides of a politicaldivide in Argentina’s Jewish community.

The Buenos Aires Jewish communitydivided in 1952, Jessica explains, over

the revelation ofstories indicating thatStalin was murderingJewish writers. One ofthe central figures inJessica’s research wasprominent in the leftist,labor, Zionistmovement and a

leader in Yiddish scholarship. The otherwas a well-known Communist leaderwho refused to believe the stories aboutStalin. Looking at the writings of thesetwo influential figures at this critical timefor the Jewish community of BuenosAires, Jessica examines some centralquestions that arose among ArgentinianJews at that time about the role ofYiddish and the future of their Jewishcommunity. Should they write and speakin Yiddish, Spanish or Hebrew? What isYiddishkeit and can you transmit valueswithout the language?

Last semester, Jessica studied in Chileand was one of ten students selectedfrom North American college Hillelgroups to attend a conference in Mayfor Latin American Jewish community andinstitutional leaders. There she felt shelearned a great deal about LatinAmerican Jewish communities,experiences of Jews in Latin Americanculture, and differences between Northand South American perceptions of whatdefines Jewish communities and ties toIsrael.

In addition to her studies, Jessicaplays saxophone in a klezmer band shehelped to found during her freshmanyear that performs at Hillel and atparties and festivals around campus. �

JESSICABLOOM

STUDENT


JENNIFERHEILBRONNER

JENNIFER HEILBRONNER isa second-year doctoral candidate in theDepartment of Near Eastern Languagesand Civilizations. It was a course shetook as a Religious Studies major atYale, recalled Jennifer, that “got mehooked” on Jewish studies, particularlyJewish history. Her interests within thefield of Jewish studies are diverse, butJennifer is most interested in modernJewish history and issues of gender andidentity, particularly religious identity,over the past three centuries.

Of her experience at Harvard,Jennifer says she “loves the professors,”the classes and the academicatmosphere. She has appreciated theopportunities available at Harvard toexpand her background in Jewishstudies. Her undergraduate courses dealtmainly with ancient Judaism, and nowshe is expanding her expertise to includemodern topics and “a background in thetheory and vocabulary of modern Jewishstudies.” When Gerhon Hundert, lastyear’s Gerard Weinstock VisitingProfessor of Jewish Studies, discussed thenegative impact of events in Galicia in1648 for the Jews in his seminar, Jensays, “I was overwhelmed at first withhow much more I needed to learn aboutJewish history. The experience ofgaining that background has been achallenge which is now veryrewarding.” Now she is working onnarrowing in on a topic for her doctoraldissertation.

Jennifer has taken advantage ofopportunities off-campus, as well. Withan Anna Marnoy Feldberg Fellowshipfrom Center for Jewish Studies, she spentlast summer in Jerusalem studyingHebrew at an ulpan at the HebrewUniversity of Jerusalem and working on apaper in the Jerusalem library of HebrewUnion College on the early Reformmovement in Israel.

Jennifer is able to share the joys andtrials of student life with family membersnearby. She and her sister, a senior atHarvard, get together every week. Andin New York, she can visit her brotherand her parents, both of whom arepursuing graduate programs, as well. �

PROFILES

WITH AN ANNA MARNOYFELDBERG FELLOWSHIP FROMCENTER FOR JEWISH STUDIES,[JENNIFER] SPENT LAST SUMMERIN JERUSALEM STUDYINGHEBREW...

doctorate in Yiddish studiesat Harvard with ProfessorRuth Wisse.

Johnson has been gratefulfor Prof. Wisse’sencouragement to takeclasses on traditional Jewishsources, such as Genesis orMidrashic and RabbinicHebrew, which have

deepened his understanding of Yiddishliterature. His dissertation is on the literaryrepercussions of the assassination of aUkranian soldier in Paris in the 1920s bya Jew, Sholem Shvartsbard. The soldierhad been involved in the pogroms in theUkraine that had killed much ofSchvartsbard’s family. The French courtfound the killing justified and acquittedSchvartzbard. Johnson is exploring “thetension between the ideals of pacifismand self-defense in Yiddish literaturesurrounding this event,” before thefoundation of Israel and before theHolocaust, from the Revolution of 1905through 1939.

Johnson’s “incredibly enriching”experiences as a Teaching Fellow atHarvard have solidified his career goal toone day teach and conduct research at auniversity. Kelly and his wife welcomedtheir son, Rumi Jaspar Johnson, inDecember. �

KELLY JOHNSON becameinterested in Jewish studies as anundergraduate at Pacific LutheranUniversity, where he worked withChristopher Browning, a scholar of theHolocaust. While in Germany on aFulbright Fellowship, he joined an oldfriend who was exploring his Jewishheritage, attending synagogues andvisiting Jewish sites.

“I kept Jewish studies in the back ofmy mind” for a few years, Kelly says, andtoured Europe with a grunge band fromSeattle. He spent his free time duringtours in libraries, where he “discovered”and fell in love with Yiddish literature.“People frequently ask me how I becameinterested in Yiddish,” says Johnson. Heexplains his interest in the “uniqueperspective” of Yiddish literature,language and culture as an “underdog”or an 'outside' perspective, and iscompelled by the “three thousand years ofa continuous culture.”He left his music career to attend a post-

graduate program in Jewish studies atOxford, then earned his M.A. at McGillUniversity in Yiddish literature. There hemet his wife, Yasmine, who is from India,and became interested in Indian literatureand culture. He spent a year studyingsitar with the world’s premier sitar player,then returned to academia to pursue a


BARRY SHRAGE TRAVELAND RESEARCH FUND FOR

JEWISH STUDIESThe Center for Jewish Studies is pleased toannounce the establishment of a new

endowment fund. The gift of an anonymousdonor, the Barry Shrage Travel and ResearchFund will primarily support student travel andresearch expenses, particularly research andstudy opportunities that allow undergraduates

to gain an international experience.

KELLYJOHNSON


In my fifth year at the CJS myexploration of the interaction ofMiddle Persian culture and that of the

Babylonian rabbis of late antiquitycontinues to bear new and unexpectedfruit. My co-explorer, Prof. Oktor Skjærvøof the Department of Near EasternLanguages and Civilizations (NELC), andI, have embarked on an ambitiousundertaking, a modern, critical edition ofone of the most difficult Middle Persiantexts in the corpus, the He

_rbedesta

_n, a

text dealing with priestly training andrelated matters, but together with a fullcommentary.

For example, two chapters deal withthe question of the legal consequences ofinjury to a child taken for training arises.From here the text, in a multi-generationaldispute, segues into questions of legalprocedure: what constitutes proof ofnegligence?

Because of the diachronic structure ofthis passage, the fact that Abarg, adisciple of So

_sa_ns, adds another factor to

the discussion, the requirement thatevidence of “unlawful leading” is requiredto convict the guardian, indicates that adevelopment in legal concept is takingplace before our eyes, as it were. Teasingout the exact meaning and significance of

this passage then requires the efforts andknowledge of a legal historian andstudent of comparative law, especially thelegal systems of Late Antiquity. And thusthe third member of our informal networkcomes into the picture, Prof. CharlesDonohue of Harvard Law School. Thedevelopment of a theory of negligence inRoman law and other legal systems ofantiquity, the Middle Ages and even

modern times is indispensable for anunderstanding of these allusive, elusive,perplexing but potentially hugelyinformative texts which shed light onprocesses that can be seen at work in alllegal systems.

However, the He_rbedesta

_n provides

not only with legal puzzles and insights,but also with more general religious andcultural ones. It discusses the question ofthe importance of study as contrasted with

YAAKOVELMANPROFESSOR OF JUDAICSTUDIES, YESHIVA UNIVERSITYAND ASSOCIATE IN THECENTER FOR JEWISH STUDIES,HARVARD UNIVERSITYProfessor Elman's research at Harvardhas been supported by the Friends ofthe Center for Jewish Studies Fund.

VISITORNews

RESEARCH ON THE TIES BETWEENTHE CULTURES AND LEGALSYSTEMS OF MIDDLEPERSIA AND THAT OF THEBABYLONIAN RABBIS OFLATE ANTIQUITY

continued on back cover

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other religious obligations; it makesclear the obligation of study ofZoroastrian women, the responsibilitiesof Zoroastrians toward non-Zoroastrians, and much much more. Italso encapsulates within itself thehistory of Iranian civilization over amillennium and a half, from a nomadicsociety to a world-spanning empire,from an itinerant teacher-priest to apriest operating within a morestructured and hierarchical environment.Whether the concerted efforts of ourinformal group will unravel all the knotsin this difficult text is unlikely, but wehave already made progress and willhopefully continue to do so.

Thus, the resources that CJSprovides, the Harvard faculty, itsmagnificent libraries, in this caseWidener, Langdell and Andover,combine to make Cambridge one ofthe few places in the world where sucha complex task may be undertaken. �

YAAKOV ELMAN, continued from previous page

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RELIGION EDUCATIONcjs/PDF/CJSNewsletter... · 2009. 10. 30. · GannAcademy, “Teaching Biblical Criticism in a Jewish Community High School” 5:30 - 6:30 Dr.SusanM.Kardos, “Jewish