Genres and Themes of Biblical Literature Bernat Gateway; 4 credits Tuesday and Thursday; 9:00–11:00 a.m. BIBLE 502 Note: Hebrew V or above required Note: This course operates on the Rabbinical School calendar Syllabus
Students will read extended selections in Hebrew from the major biblical genres, including narrative, law, prophecy, Psalms and wisdom literature. Particular attention is paid to a thorough understanding of the Hebrew text and to the linguistic and literary characteristics of the different genres.
Bible: Text and Context Rodman Online 3 credits BIBLE 600 Syllabus
A critical introduction to the Hebrew Bible (Tanakh), studying its place in the history of ancient Israel and Jewish tradition, as well as its relationship to ancient Near Eastern cultures of the biblical period. Through broad coverage and close reading, students will focus on the fundamental scholarly methods of literary, historical and theological analysis, in order to explore the Bible's compositional development and overarching messages.
CANTORIAL
Basic Nusah Sokol Tuesday; 4:30–6:30 p.m. CANTR 517 Note: Does not count for graduate credit for cantorial ordination candidates. Note: This course operates on the Rabbinical School calendar Syllabus
This class is an introduction to the modes and motifs for synagogue prayer during weekday and Sabbath worship. Emphasis is on acquiring the skills needed to teach basic davening. Discussions also examine some theoretical and pedagogical issues in the teaching of prayer to children.
Daily Nusah Mayer 4 credits Wednesday, 11:15 a.m.–1:15 p.m.; Friday 9:00–11:00 a.m. CANTR 550 Pre or co-requisites: MUSIC 301 Advanced Theory and Musicianship and LITGY 594. Liturgy of the Sabbath
This course, which provides students with the skills necessary to lead daily services, serves as the foundation for the entire sequence of nusach for cantorial students. In the first part of the term students learn musical modes for Ashkenazic prayer chant and analyze their structural elements. Students then learn the specific motivic content for leading daily services within the Ashkenazic tradition. In practicum sessions, emphasis is on modal and motivic improvisation within the established framework of Nusach Ashkenaz. Students also learn appropriate congregational melodies for the daily services. Introduction to Cantillation Schwartz Online CANTR 528 Prerequisite: Facility with reading Hebrew Note: Does not count for graduate credit for cantorial ordination candidates. Syllabus
In this on-line course, students learn the history and analysis of the cantillation system underlying the chanting of the Hebrew Bible. The cantillation accents serve as a system for punctuating the text of the Bible. In addition, students learn a traditional Ashkenazic mode for the public cantillation of the Torah, with a focus on correct pronunciation of biblical Hebrew.
Cantillation III Jacobson CANTR 531 Tuesday; 11:15 a.m.–1:15 p.m. Pre- and co-requisite: CANTR 529 Cantillation I: Theory and Practice Syllabus
Coursework focuses on the common Ashkenazi tradition for the chanting of the Festival megillot (Ruth, Ecclesiastes, Song of Songs) and the High Holiday Torah reading. Students prepare significant portions of text to be chanted and critiqued by the instructor and their fellow students. Emphasis is on the three functions of the Masoretic cantillation signs: syllabic stress, syntactic structure and melodic organization.
Cantorial Coaching Staff Times TBA CANTR 579 1 credit Note: Enrollment is limited to cantorial ordination candidates.
This course provides weekly coaching by a practicing cantor who will guide the student according to his or her individual needs. The goals of coaching are to increase facility with prayer leading and to improve vocal and musical interpretations of selected repertoire. May be repeated for credit.
Cantorial Internship I Staff Times: TBA CANTR 921 1 credit Note: Enrollment is limited to cantorial ordination students
Students spend a semester on location in a synagogue, observing a practicing cantor. The on-site cantor meets with and coaches the student in the practical application of skills learned in the classroom
Special Education and Jewish Adolescents Hefter and Pappenheimer 5 sessions; 1 credit Monday; 7:00–9:00 p.m. Oct. 19; Nov. 9, 23; Dec. 7, 21 EDUC 560 Syllabus
This course will focus on instructing students between the ages of 13 and18 who have a range of special needs. Students will consider the strategies and skills needed to promote academic, social and emotional success based on the developmental needs of teens— with a special emphasis on classroom strategies, grading issues, self-advocacy, ways to support teachers in the content area as they differentiate instruction, and the use of evaluations to support students. The Jewish Differentiated Classroom Gazith 2 credits Online Oct. 12–Dec. 14 EDUC 561 Syllabus purchase required coursepack
As the delivery of special education has evolved over the past 30 years, a complete paradigm shift has prompted the need to differentiate instruction for the full range of learners in our Jewish schools. This course will examine the entire construct of differentiated instruction, beginning with the learner and how his or her profile, readiness level, interests and affective attributes impact learning. The second part of the course will be a highly practical study of how teachers can respond to these differences. Understanding by Design will provide a framework to examine ways teachers can conduct effective pre-tests, ongoing assessment check-ins, self-assessments and differentiated performance assessments. Students will also learn about specific strategies for remediation of skills, such as reading comprehension and writing. The last part of the course will focus on classroom management strategies for the differentiated Jewish classroom.
Teaching Hebrew to Young Children I: Circle Time Davis 5 sessions; 1 credit Monday; 7:00–9:00 p.m. Oct. 5, 19, 26; Nov. 2, 9 EI-EDUC 512
Circle Time can be the ideal opportunity to introduce Hebrew vocabulary, songs, games and more. This course is designed as a hands-on experience for teachers to gain comfort and skill integrating Hebrew within the daily preschool schedule, and as part of circle time, in particular.
Teaching Hebrew to Young Children II: Celebrations Davis 5 sessions; 1 credit Monday; 7:00–9:00 p.m. Nov. 23; Dec. 7, 14, 21; Jan. 4 EI-EDUC 513
Shabbat, holidays, birthday and life cycle celebrations often serve as building blocks of the early childhood Jewish education curriculum. This course demonstrates how to enhance current celebrations with Hebrew vocabulary, songs, games and stories. The course is designed as a hands-on experience for teachers to gain comfort and skill integrating Hebrew within the curriculum. Families, School and Community Vogelstein Online EDUC 503 Syllabus
This course will help educators develop productive family-school relationships that promote student growth and development, support parents and provide guidance for families interested in engaging and enhancing their Jewish experiences. Coursework will examine factors that affect the relationship between family, school and community. The course will also explore ways to create an environment that supports and educates all families in the school. Students will study the role of the family in Jewish tradition and text, as well as analyze intake procedures, parent-teacher conferences, handbooks and newsletters as they relate to building or inhibiting meaningful relationships. Students will develop a vision and plan for building partnerships between their families, their school and their community. Models of Teaching in Jewish Education Rodenstein Online EDUC 601 Syllabus
In this course, students will analyze a wide repertoire of teaching models in Jewish education—influenced by content, students and institutional contexts—that represent techniques, philosophical approaches and teachers’ values. Features of lesson planning and how to structure lessons and courses for Jewish educational settings will also be considered. The course will examine rationales for choosing or adapting different models; students will practice alternative approaches. In addition, students will reflect on their own teaching experiences and collaboratively assess alternative ways to address the range of educational issues that they encounter.
Graduate Research Seminar in Jewish Education Miller-Jacobs Friday; 9:00 – 11:00 am EDUC 707
Required for all candidates for the MJEd degree; two semesters.
This course will explore the complex and rich potential of Jewish education in the synagogue setting. Students will focus on the synagogue as an institution and learning community in which formal and experiential education, school, youth, family and adult education can work together to create an integrated system. Particular attention will be paid to the role and skills that the educational leader must develop to facilitate success in this venue.
The Art of Teaching Grumet EDUC 615 Offered at Pardes Institute of Jewish Studies, Jerusalem
This course focuses on the basics of planning and delivering effective lessons: establishing goals, maintaining the focus of the class, enduring understandings, discovery learning, essential questions, lesson planning, unit planning, formulating and reformulating questions, motivation, closure, homework and testing. Considerable attention is paid to applying basic principles of general education to the Jewish studies classroom, particularly in the day school setting.
The Art of Learning Wall EDUC 616 Offered at Pardes Institute of Jewish Studies, Jerusalem
This course focuses on various factors that influence a person's ability to learn: multiple intelligences, diverse learning styles/patterns, socio-economic and cultural backgrounds, and overall motivation. Theories are applied to helping learners more effectively through clear instructions, assessments, rubrics and differentiation in the classroom. While this course is designed primarily for day school teachers, concerns of teachers in any setting will be addressed. Reflection on ourselves as learners is an important element throughout the course.
Pervasive and Potential Forces of Informal Learning Experience in Jewish Education Copeland Offered at Pardes Institute of Jewish Studies, Jerusalem EDUC 714
Both within and outside the formal Jewish classroom, unconscious subtleties of experience are working their effects on the spirits of all involved. Within the classroom, the often unplanned and unacknowledged ways in which students and teachers interact are influential; often more so than what happens in the explicitly directed routines of instruction. Outside the classroom, whole worlds of experience stake their claims upon our development, affecting us deeply; from computer games and interactive museums to the Internet's plurality of modes. This course will engage the character of these forces, which are generally more indirect and hidden, and thus necessarily much less developed in the formal structures of education.
Reflective Practice as Educators: Lifespan Development and Case Studies in Jewish Education Kegan and Lahey EDUC 802 Offered only to participants at Pardes Institute of Jewish Studies, Jerusalem, through online and videoconference.
This course will provide a framework for educators to better understand adults, adolescents and children in any multigenerational approach to Jewish education. Discussions will center on questions such as how Jewish educators can fashion meaningful learning experiences for all family members. Focusing on adolescent and adult development, the course will consider issues such as how parents can become partners with synagogues in deepening connections between family members and Jewish life. Students will also consider the complexities of the institutions in which they work and deliberate on what helps or impedes achieving goals. Alternative ways of framing organizational and educational issues in Jewish educational institutions will be explored. Students will analyze existing written cases, as well as construct new cases based on their own experiences. The course is especially appropriate for youth educators, family educators and "renaissance" educators.
Supervised Field Experience I 1 credit EDUC 915 Pre-requisite: EDUC 601 Models of Teaching in Jewish Education (may be taken concurrently)
Supervised experience in a Jewish setting (school, agency, synagogue, etc.) for the full academic year. A minimum of 6–10 hours per week is required. Experiences will be tailored to meet the professional goals and objectives of the individual student. If appropriate, a current paid position may be incorporated into the experience. Supervision will focus on execution of emerging skills, observation and basic knowledge. All experiences must be approved by the Director of Field Experiences. Supervised Field Experience II 1 credit EDUC 916 Pre-requisite: EDUC 915 Supervised Field Experience I
Supervised field experience in a Jewish setting (school, agency, synagogue, etc.) for the full academic year that is different from the one experienced in EDUC 915. A minimum of 6–10 hours per week is required. Experiences will be designed to meet the professional needs of students at a more advanced level. If appropriate, a current paid position may be incorporated into the experience. Supervision will focus on application and integration of expanded knowledge. All experiences must be approved by the Director of Field Experiences.
Supervised Field Experience in Special Education 1 credit EDUC 924
Supervised field experience in a Jewish setting (school, agency, synagogue, camp, etc.) for the full academic year, serving students with a variety of special needs. A minimum of 6-10 hours per week is required. Experiences will be tailored to meet the professional goals and objectives of the individual student. If appropriate, a current paid position could be the basis for the experience with a focus on expanding the role to include a wide range of skills. All experiences must be approved by the Director of Field Experiences.
Supervised Field Experience in Early Childhood I 1 credit EDUC 926 Pre-requisite: Certificate in Early Childhood Jewish Education (or nearly completed)
Supervised field experience for the full academic year may include a mentoring relationship and/or arranged group visits to a variety of early childhood settings. Students will keep a journal to focus on observation, reflection and application. All experiences will be coordinated by the Director of Field Experiences.
Supervised Field Experience in Early Childhood II 1 credit EDUC 927 Pre-requisite: EDUC 926 Supervised Field Experience in Early Childhood I
Supervised field experience in an early childhood Jewish setting for the full academic year. A minimum of 6–10 hours per week is required. Experiences will be designed to meet the professional needs of students. If appropriate, a current paid position may be incorporated into the experience. Supervision will focus on application and integration of expanded knowledge. All experiences must be approved by the Director of Field Experiences.
Supervised Field Experience: Youth Educator 1 credit EDUC 928 Pre-requisite: One
year of YESOD network experience
Full academic year- long supervised experience in the YESOD network.
Monthly meetings will focus on work with colleagues across organizational
lines, practical job related skills and work/life balance. A paper reflecting
on learning from the network is required at the end of the year. All experiences must be approved by the Director of
Field Experiences.
Mekhina (Preparation) for Hebrew Language Non-credit Levy Offered only online HEBRW 010 Note: No prior knowledge of Hebrew is required
This course is an introduction to Hebrew language study, designed to ensure that students with some prior Hebrew study experience begin Hebrew I at comparable levels. The Mekhina introduces the Hebrew alphabet and vowels, as well as verbs and syntax sufficient for conducting simple daily conversation. Registration takes place on a rolling basis. Students progress at their own pace, submit oral and written homework, and take online quizzes. Weekly real-time class discussions are conducted by the instructor with small groups of students at comparable levels. The Mekhina is based on the seven introductory units of Ivrit Min Hahatchala (Hebrew From Scratch), the textbook used by Hebrew College's campus-based and online Hebrew language programs. Hebrew I Levy Offered only online 4 undergraduate credits HEBRW 110 Pre-requisite: HEBRW 010 Mekhina for Hebrew Language or placement test.
This course enables students to recognize and use fundamental structures of Hebrew grammar and morphology, and to acquire the necessary vocabulary for basic conversation and reading of modern and classical texts. All language skills are mastered through elementary syntactic and grammatical structures. Students will learn the basic verbs in the different common active verb groups and their conjugation in the present and past tense. Students will read and listen to stories and dialogues, and participate in guided class discussions. Based on topics introduced in the lessons, students will write their own dialogues and passages. All language skills are mastered through more advanced syntactic and grammatical structures. Hebrew IA Levy Offered only online 2 undergraduate credits HEBRW 111A Pre-requisite: HEBRW 010 Mekhina for Hebrew Language or placement test.
Covers the first half of Hebrew I, Lessons 1–7 of Ivrit Min Hahatchala, Vol. 1. Hebrew IB Levy Offered only online 2 undergraduate credits HEBRW 111B Pre-requisite: HEBRW 010 Mekhina for Hebrew Language, HEBRW 111A Hebrew IA or placement test.
Covers the second half of Hebrew I, Lessons 8–14 of Ivrit Min Hahatchala, Vol. 1. Hebrew II Levy Offered only online 4 undergraduate credits HEBRW 210 Pre-requisite: HEBRW 110 Hebrew I or placement test.
A continuation of Hebrew I, this course enables students to recognize and use additional structures of Hebrew grammar, morphology and vocabulary to read modern and classical texts, and to engage in conversation. Students will read and listen to stories and dialogues, and participate in guided class discussions. Based on topics introduced in the lessons, students will write their own dialogues and passages. All language skills are mastered through more advanced syntactic and grammatical structures. Students will learn the past tense of verb groups introduced in Hebrew I. Hebrew IIA Levy Offered only online 2 undergraduate credits HEBRW 211A Pre-requisite: HEBRW 110 Hebrew I or placement test.
Covers the first half of Hebrew II, Lessons 15–21 of Ivrit Min Hahatchala, Vol. 1. Hebrew IIB Levy Offered only online 2 undergraduate credits HEBRW 211B Pre-requisite: HEBRW 211A Hebrew IIA or placement test.
Covers the second half of Hebrew II, Lessons 22–28 of Ivrit Min Hahatchala, Vol. 1. Hebrew III Levy Offered only online 4 undergraduate credits HEBRW 310 Pre-requisite: HEBRW 210 Hebrew II or placement test.
Students will learn to recognize and use new and more complex structures of Hebrew grammar and morphology, such as combined sentences, and will acquire vocabulary for advanced reading of modern and classical texts, and for conversation. Lessons include readings of longer passages, dialogues and stories. Students will be given the opportunity to practice the new syntactic and grammatical structures. Based on topics introduced in the lessons, students will write short expository passages and deepen their mastery of spoken Hebrew through participation in open conversation. Hebrew IIIA Levy Offered only online 2 undergraduate credits HEBRW 311A Pre-requisite: HEBRW 210 Hebrew II or placement test.
Covers the first half of Hebrew III, Lessons 1–4 of Ivrit Min Hahatchala, Vol. 2. Hebrew IIIB Levy Offered only online 2 undergraduate credits HEBRW 311B Pre-requisite: HEBRW 311A Hebrew IIIA or placement test.
Covers the second half of Hebrew III, Lessons 5–8 of Ivrit Min Hahatchala, Vol. 2. Hebrew IV Levy Offered only online 4 undergraduate credits HEBRW 410 Pre-requisite: HEBRW 310 Hebrew III or placement test.
This course is designed for intermediate students who have successfully mastered Hebrew reading, writing and speaking skills. Students will practice writing directed and complex sentences, as well as free composition. In weekly oral assignments and class discussions, only Hebrew is spoken. Through extensive readings, students will expand their vocabulary and increase their familiarity with grammatical patterns. Students will learn the future tense of basic verbs in the strong verb groups, as well as frequently used weak verbs. Hebrew IVA Levy Offered only online 2 undergraduate credits HEBRW 411A Pre-requisite: HEBRW 310 Hebrew III or placement test.
Covers the first half of Hebrew IV, Lessons 9–12 of Ivrit Min Hahatchala, Vol. 2. Hebrew IVB Levy Offered only online 2 undergraduate credits HEBRW 411B Pre-requisite: HEBRW 411A Hebrew IVA or placement test.
Covers the second half of Hebrew IV, Lessons 13–16 of Ivrit Min Hahatchala, Vol. 2. Hebrew V Bock, Winkelman Monday, Wednesday, Friday; 9:00–11:00 a.m. 4 graduate credits HEBRW 205 Note: This course operates on the Rabbinical School calendar Syllabus1, Syllabus2 purchase required coursepack
Students in Hebrew V will spend two class sessions a week focusing on Biblical Hebrew, building on their prior knowledge of Modern Hebrew, with an emphasis on the verb system of Biblical Hebrew. The third class session will be devoted to advancing the students’ Modern Hebrew skills, with an emphasis on reading comprehension, speaking and writing. (Note: Hebrew VI is offered during the spring semester.)
Hebrew VII Bock Tuesday and Thursday; 2:15–4:15 p.m. HEBRW 207
Understanding Hebrew Texts: Fundamentals I Davis Wednesday; 6:30–9:15 p.m. 4 undergraduate credits HEBRW 120
This curriculum is designed for those with no prior knowledge of Hebrew who want to engage in the study of classical Jewish texts—such as the Tanakh (Hebrew Bible), the siddur (prayer book), and classic rabbinic and Hasidic texts—in the original Hebrew. Students will begin learning basic Hebrew grammar and vocabulary needed to read such texts. The pace of the course will be brisk, and a significant investment of study time outside the classroom will be expected. The course begins with an introduction to Hebrew grammar and the development of vocabulary. There will be some in-class conversation in Hebrew, but the emphasis will be on developing reading comprehension skills. Understanding Hebrew Texts: Fundamentals II Davis Thursday; 9:30 a.m.–12:15 pm 4 undergraduate credits HEBRW 220 Pre-requisite: HEBRW 120 Understanding Hebrew Texts: Fundamentals I or placement evaluation; please contact
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This course, the second semester of the Understanding Hebrew Texts sequence, will enable students to acquire additional vocabulary and expand their knowledge of Hebrew grammar, with readings of increasing complexity. Selections from classical texts will also be introduced to familiarize students with both the shared and distinctive features of Hebrew in its different periods. The pace of the course will be brisk, and a significant investment of time in home study will be expected. Understanding Hebrew Texts: Fundamentals III Davis Tuesday; 9:30 a.m.–12:15 pm 4 undergraduate credits HEBRW 320 Pre-requisite: HEBRW 220 Understanding Hebrew Texts: Fundamentals II or placement evaluation; please contact
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This course is the third semester of the Understanding Hebrew Texts sequence. Continuing the Shlabim curriculum from Understanding Hebrew Texts II, students will also read selections from classical texts. Students will apply and extend their knowledge of Hebrew grammar to these texts and build their vocabulary, with the goal of enhancing their ability to independently read and understand Jewish texts in Hebrew. Wherever possible, connections will be made to familiar Hebrew passages from other contexts. The pace of the course will be brisk, and a significant investment of time outside the classroom will be expected. Sources: Reading in Hebrew Davis Wednesday; 11:15 a.m.–1:15 p.m. 3 undergraduate credits HEBRW 520 Pre-requisite: HEBRW 120–420 Understanding Hebrew Texts: Fundamentals I–IV or equivalent; please contact
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.
This course will focus on the reading of Hebrew texts from a selection of sources including the Bible, Mishnah, Midrash, Hasidic tales and modern Hebrew short stories. The anthology of readings will be drawn from the Book of Genesis, Ethics of the Fathers, works of Maimonides, Martin Buber’s Tales of the Hasidim and the writings of the modern Hebrew renaissance. Grammatical concepts will be fully integrated into this literature-oriented course.
Zionism and the Beginnings of the State of Israel Geller Online HIST 513 Syllabus
This course will explore the factors leading to the renewal of a Jewish national presence in Palestine beginning in the late 19th century, through Israel’s emergence, consolidation and struggle for survival in the Middle East. Students will examine the reasons for the precursors and origins of the Zionist movement in middle and late 19th century Europe, first encounters with the East and patterns of Jewish settlement between 1882–1914, competition for primacy between Jews and Arabs under the British Mandate (1917–1948), and the consolidation of the State after 1948. Selections from Israeli literature, memoirs and videos depicting the lives of individuals and the nation as a whole will be used to elucidate this most fascinating period of history.
History of Zionism Starr Wednesday; 11:15 a.m.–1:15 p.m. 2 credits HIST 510 Note: This course runs on the Rabbinical School calendar. Syllabus purchase required coursepack
History and Meaning in the Study of Jewish Texts Mesch INTD 528 Offered only to participants at Pardes Institute of Jewish Studies, Jerusalem, through online and videoconference.
The methods of modern scholarship have been very productive in allowing us to study classic Jewish texts including Tanakh, rabbinic literature and other important resources in the Judaic tradition with new eyes and new research tools. Our knowledge of ancient languages and the history and traditions of other cultures allow us to engage Jewish texts from new perspectives. In this course we will focus our attention on biblical and rabbinic texts and, with the help of modern scholarship pay attention to the history and context of these materials. Such study often raises questions related to historicity, authorship, authority, religious significance, influence and other factors. We will reflect on both the results of this scholarship and its integration into a world-view of religious and spiritual meaning.
Hasidic tales gently challenge their audience to awaken to new insight, to cultivate a voice of wisdom, compassion and equanimity. They often reverse expectations and uncover inner levels of meaning, thus assisting in the work of personal transformation. This course will explore the history and contemporary significance of Hasidic tales, examining their role in traditional Hasidic communities, as well as in the writings of neo-Hasidic interpreters such as Martin Buber. Students will examine the tales as folklore, oral history, performative ritual and narrative theology. While all tales will be presented in English, Hebrew and Yiddish versions will be available for those students wishing to research the original sources and literary history of the tales.
Liturgy of the Sabbath Schimmel Wednesday; 2:15–4:15 p.m. LITGY 594 Pre-requisite: HEBRW 410 Hebrew IV or its equivalent. Note: This course operates on the Rabbinical School calendar Syllabus
This course will examine the prayer canon for the Sabbath using a multifaceted approach to the liturgy, including literary, theological, halakhic and historical aspects. Students will look at different traditional versions (i.e. Ashkenazi, Sephardi, Nusah Ha’Ari) of the core sections of the Shabbat liturgy, as well as some changes to the traditional liturgy introduced in the past two hundred years, including selections from recently published, new siddurim. The course will also consider medieval and modern readings that enhance understanding of the content and context of Sabbath prayer. Liturgy of the Synagogue Service Sokol Friday; 11:15 a.m.–1:15 p.m. LITGY 590 Pre-requisite: HEBRW 410 Hebrew IV, its equivalent or permission of the instructor. Syllabus
An introduction to the structure and content of Jewish prayer, this course examines the historic development of the synagogue and the siddur. The course begins with an exploration of the three daily services and proceeds to Shabbat and Haggim (holidays). Conceptual as well as literary forms will be considered.
Keva and Kavana: Dialectic Challenge Mayer Friday; 11:15 a.m.–1:15 p.m. LITGY 523 Pre- or co-requisite: HEBRW 410 Hebrew VI
Those responsible for leading prayer in synagogues have a sacred responsibility to be true to the received traditions while at the same time inspiring their fellow daveners by making the moment of prayer unique. This tension is expressed in the dialectic of keva and kavana. This course will explore these concepts from the perspectives of halakha, liturgy, nusah, and spirituality. The broader issues of shlihut (prayer leading) including relevant laws and guidelines will likewise be included.
Music of the Jewish People Pinnolis Online MUSIC 501 Syllabus
This course investigates the role that music has played in Jewish life from ancient to modern times. Topics include music in the time of the Bible, rabbinic attitudes toward music, music and mysticism, the development of the modes for prayer and scriptural cantillation, a comparison of church and synagogue music, music of the holidays and the life cycle, folk and popular music in the Diaspora, the development of art music in the modern era and music in modern Israel. Prior knowledge of music is not required.
Musicianship Skills I An Tuesday and Thursday; 8:00–9:00 a.m. MUSIC 301 Syllabus
This course prepares students to sing at sight an easy vocal line; to sing simple intervals; to recognize aurally simple intervals, simple triads, and major and minor scales; to locate and play any pitch or triad on a keyboard, and to analyze the harmonies and phrase structure of simple compositions.
Choir Marton Wednesday; 9:00–11:00 a.m. 1 credit MUSIC 546 Pre-requisites: MUSIC 302 Musicianship Skills II or equivalent. Syllabus purchase required coursepack
Students will learn the fundamentals of artistic choral singing and choral conducting. Through weekly rehearsals and occasional performances, they will be exposed to significant Jewish repertoire, both sacred and secular. This choir will also serve as a laboratory for students, who will be given opportunities to conduct and compose (or arrange) for the ensemble. May be repeated for credit.
Master Class in Song Performance Jacobson and Torgove Thursday; 2:15–4:15 p.m. MUSIC 545 Pre- and co-requisite: MUSIC 201 Theory and Musicianship I Syllabus purchase required coursepack
This course helps students to make the connection between performance and analysis. Students will learn the scope of the repertoire, analyze text and music, and investigate the relation of the composition to its context (historical, cultural and/or liturgical). Students will then perform the songs and receive coaching and critique from faculty. Repertoire includes Jewish art songs, artful arrangements of folk songs, Jewish musical theater (popular and operatic), and classic hazzanut.
Voice Lessons Staff 1 credit MUSIC 200
Private lessons in
singing. Emphasis is on understanding the working of the vocal mechanism,
maximizing the potential of the individual singer, learning to be an effective
vocal teacher and preparing the student to be an inspiring performer. May be
repeated for credit.
Senior Recital - CANCELLED Staff 1 credit MUSIC 905
Private lessons in singing. Emphasis is on preparing the
student for the senior recital. This course will be taken instead of voice
lessons during final two semesters before graduation. May be repeated for
credit.
Introduction to the Study of Talmud Leader Gateway; 4 credits Tuesday and Thursday; 2:15–4:15 p.m. Bet Midrash: Tuesday and Thursday; 11:15 a.m.–1:15 p.m. RAB 520 Note: Hebrew V or above required Note: This course operates on the Rabbinical School calendar Syllabus
Students in this course will learn the skills of analyzing a variety of talmudic texts, aggadic and halakhic. How are talmudic sugyot (thematic units of a talmudic tractate) constructed? What are the recurring technical terms of a talmudic "discussion"? What are the conceptual assumptions of talmudic discourse? What are the social and cultural contexts of the sugyot? Students will learn basic talmudic terminology, including a glossary of Hebrew and Aramaic terms and concepts, and how to use dictionaries, concordances and other reference tools to decipher and understand a talmudic sugya. This course also includes selections from the commentaries of Rashi and the Tosaphot with an examination of their interpretive concerns and methods. Students will be required to record selections from the talmudic texts in order to improve skills in reading rabbinic Hebrew. Readings in Aggadic Literature Cohn Gateway; 4 credits Online RAB 550 Note: Hebrew V or above required Syllabus
Students will read selections from the classic homiletical midrashim in Hebrew and will develop their skills in understanding the questions that stimulated the authors’ attention and their approaches to answering those questions. The use of these midrashim by medieval Jewish Bible commentators will also be examined. Bereshit Rabbah Schimmel Thursday; 7:00–9:00 p.m. RAB 514 Syllabus
This course will focus on selected rabbinic midrashim, primarily from Bereshit Rabbah, on the book of Genesis in the Hebrew original and in English translation, with particular attention to midrashic interpretations and elaborations of four narratives from Genesis: Cain and Abel; Noah and the Flood; Abraham’s offering of Isaac; Joseph and Potiphar’s wife. In addition to enjoying the creativity and ingenuity of rabbinic midrashim, students will examine the assumptions and aims of Midrash, the social historical and religious contexts of the midrashim, and the methods of midrashic exegesis and interpretations that are found in this classic collection. Other genres of midrashim on Genesis, such as homiletical, will also be considered.
Torah Core 1: Bereshit Bernat Level: Year 1 Tuesday and Thursday; 11:15 a.m.–1:15 p.m. BIBLE 100 Syllabus
This course concentrates on textual and exegetical issues in the Book of Genesis through selected readings in Bereshit Rabbah and other midrashic sources, as well as medieval commentaries, Hasidic homilies and modern/contemporary treatments of characters and themes that appear in the Genesis text. In the spring semester, attention will be given to the literary/historical background of Bereshit and critical theories regarding its origins.
This course examines the Book of Leviticus and includes discussion of the themes of priesthood, ritual purity and holiness in biblical, rabbinic and later perspectives. Selected passages from Midrash Halakhah show the relationship between biblical/priestly and rabbinic law.
This course examines the Book of Numbers from critical, classical Jewish and contemporary perspectives. Questions of leadership and the relationship of leaders to community, as reflected in both text and commentary, are a part of the class discussion.
This course examines the book of Deuteronomy as a source of Jewish religious teachings and values, including readings from the midrashic, medieval, and modern interpretive sources. It also discusses the place of Devarim in the emergence of rabbinic Judaism, including both halakhic and devotional values.
Genres and Themes of Biblical Literature Bernat Level: Mekorot Tuesday and Thursday; 9:00 a.m.–1:00 p.m. BIBLE 502 Syllabus
By looking at selected texts about prophecy and prophets in the Tanakh, students will examine the phenomenology and history of prophecy. Topics will include Moses as a prophet, pre-classical prophecy, prophetic rebuke, prophetic consolation, and from prophecy to apocalyptic. Most texts covered will be chosen from the Haftarot.
Hebrew VII Bock Tuesday and Thursday; 2:15–4:15 p.m. HEBRW 207
This course is intended for first-year Rabbinical School students. After a review of Hebrew grammar, students will engage in close linguistic analysis of the biblical texts that they are assigned in Torah Core I: Bereshit. Some related medieval rabbinic commentary will also be introduced and read, in order to familiarize students with the language of this genre. (Note: Hebrew VIII is offered during the spring semester.)
This course will explore the history of Zionism and selected issues relating to the state of Israel. Topics to be studied include traditional Jewish conceptions of nationalism and the role of the land of Israel; the emergence of modern Jewish nationalism in the 19th century; the founding of the Love of Zion Movement; the varieties of Zionist thought, including Centrist, Socialist, Right-Wing, religious and anti-religious; and the cultural politics of Zionism.
INTERDISCIPLINARY
Bet Midrash Bet Midrash staff Level: All Days and times vary by class. Mekorot—INTD 050 Year 1—INTD 100 Year 2—INTD 200 Year 3—INTD 300 Year 4—INTD 400 Year 5—INTD 500
Regular Bet Midrash participation is a required part of the Rabbinical School program. Complementing formal classroom study, students will be paired in hevrutot for intensive study of Jewish texts. This takes place during daily Bet Midrash hours within a supervised study hall setting, where tutors are available to help students work with the original sources and to discuss ideas and issues that emerge from the text study.
Jewish Life and Practice: The Jewish Year Rose and Judson Level: Mekorot Monday; 2:15–4:15 p.m. INTD 016 Note: This course operates on the Rabbinical School calendar
Spiritual Memoir and Autobiography: An Interfaith Exploration - CANCELLED Anisfeld, Peace, Rose Level: Available to all; limited enrollment Wednesday; 4:15–6:15 p.m. INTD 523
This interdisciplinary course will examine the autobiographical writings of a number of modern religious writers from diverse cultures and backgrounds, including Primo Levi, Joan Chittister, Martin Luther King, and I.B. Singer. Explorations will include discussions of identity formation, theology and the literary qualities of memoir and autobiography. Students will also engage in a regular series of writing exercises and other forms of artistic expression.
Liturgy of Synagogue Service Sokol Level: Mekorot Friday; 11:15 a.m.–1:15 pm LITGY 590 Pre-requisite: HEBRW 410 Hebrew IV, its equivalent or permission of the instructor. Syllabus
Classical Jewish Thought Steinberg Level: Year 3 Tuesday; 2:15–4:15 p.m. JTHT 318 Syllabus
Concepts and articulations of the nature of God, Creation and Revelation as they developed from biblical through medieval times, including consideration of rabbinic, philosophical and kabbalistic sources. Jewish Theological Literature: Zohar Green Level: Year 5 Thursday; 9:00–11:00 a.m. JTHT 608 purchase required coursepack
An introduction to the Jewish mystical tradition and the reading of its central text, the Zohar. Students will be taught the symbolic language of Kabbalah and will learn to read passages in the Aramaic original, but also using the new translation and commentary of the Pritzker edition.
Theology of Jewish Prayer Green Level: Year 1 Monday; 2:15–4:15 p.m. JTHT 100 The combination of historical, phenomenological and theological perspectives to begin the study of tefillah and the siddur, and to gain as complete a familiarity as possible with the varied worlds of Jewish prayer, including the prayer books of traditional and contemporary communities, the styles of prayer, the inner life of prayer as taught by various masters and the theologies that underlie prayer and proceed from it.
Advanced Readings in Zohar Green Thursday; 2:15 – 4:15 p.m. JTHT 609
Rabbinical Internship/Group Supervision Level: Year 3 PRAC 350 Yearlong Course
Third-year students will be placed in internships at synagogues and other Jewish institutions in Greater Boston. Internships are designed to enable students to understand the relationship between their theoretical education and their practical learning.
Rabbinical Internship/Group Supervision Level: Year 5 PRAC 550 Yearlong Course
Fifth-year students will be placed in internships and student pulpits at synagogues and other Jewish institutions in Greater Boston.
Internship Seminar Judson Level: Year 3 Fall semester: Tuesday; 2:15–4:15 p.m. PRAC 349 Yearlong course Syllabus
Students will explore the variety of issues that confront contemporary rabbis in synagogue and institutional settings, and begin to develop an individual vision of a future rabbinate.
Pastoral Counseling I Landy Level: Year 3 Friday; 9:00–11:00 a.m. PRAC 310 Syllabus
This course provides an overview of pastoral counseling, focusing on the counseling relationships that rabbis encounter. Students will gain an understanding of counseling, family systems, transference, self-care and other topics relevant to the role of rabbi as counselor.
Clinical Pastoral Education Staff at various sites Level: Year 4 Tuesday PRAC 450
Clinical Pastoral Education (CPE) focuses on the integrative formation of the student as a pastoral caregiver, drawing on religious tradition, the behavioral sciences and personal history. The program components include clinical experience as a chaplain intern, didactic learning, group and individual supervision. Hebrew SeniorLife/Hebrew Rehabilitation Center in Boston is unique in its Jewish geriatric focus.
Leadership Seminar Shevitz Level: Year 5 Tuesday; 9:00–11:00 a.m. PRAC 510
Students will train to serve in leadership roles in Jewish religious and institutional settings. The course will cover how to be a leader who carries forth a vision and yet allows others to grow and participate in aspects of Jewish leadership, and how to work with institutions, including synagogues, to foster growth and creative change.
Homiletics Anisfeld Level: Years 1 and 2 required; Years 3, 4 and 5, elective Friday; 11:15 a.m.–1:15 p.m. PRAC 490 Syllabus
Sermons offer an important context for meaningful dialogue between a rabbi and her or his community. The process of preparing a sermon challenges the rabbi to bring Torah to bear on real and significant questions and concerns in her or his own life and in the lives of congregants. This course will help students cultivate skills in sermon preparation and delivery. There will be an emphasis on encouraging students to develop their own voices and styles as darshanim. Learning to give and receive constructive feedback will be an important part of the substance and structure of the course.
Introduction to the Study of Talmud Leader Level: Mekorot Tuesday and Thursday; 2:15–4:15 p.m. Required Bet Midrash: Tuesday and Thursday; 11:15 a.m.–1:15 p.m. RAB 520 Syllabus
Jewish Living Core 1: Berakhot Steinberg Level: Year 1 Monday, 9:00–11:00 a.m. and Wednesday, 11:15 a.m.–1:15 p.m. RAB 100 Syllabus
Through intensive, guided study of one full chapter of the tractate Berakhot, this first semester inducts first-year rabbinical students into the discipline of traditional rabbinic learning. Course work covers essential themes in the field of liturgy while building skills that are necessary for reading, understanding, appreciating, analyzing and participating in talmudic discourse and for accessing the full range of classical rabbinic sources.
Jewish Living Core 3: Nashim uGevarim Kanarek Level: Years 2 and 3 Monday and Wednesday; 11:15 a.m.–1:15 p.m. RAB 300 Syllabus purchase required coursepack
A study of essential talmudic sources in Seder Nashim introduces classical rabbinic concepts, categories and practices concerning the roles and status of women and men. Students will read these classical rabbinic sources for their own understanding in light of the present day. They will consider issues that surround gender roles in contemporary Jewish practice through readings and discussions.
This course covers the laws of marriage and divorce. With a view to practical rabbinic applications, it surveys the essential rules and regulations that traditionally govern Jewish marriage ceremony and divorces. Having laid the groundwork for classical concepts and practices, the course considers present-day innovations, the challenges they pose and the opportunities that they provide.
This course will explore, several talmudic sugyot from Masekhtot Sanhedrin and Makkot that deal with judicial procedure, capital and corporal punishment, murder and accidental homicide, and the use of force to prevent the commission of a sin or crime. In addition to the texts from the Talmud Bavli, students will examine the Tosefta, Midreshey Halakha, and the codes, especially Rambam's Mishneh Torah, as well as modern scholarly literature. They will be given the opportunity to use and build upon knowledge and skills already acquired in the study of rabbinic literature.
Models of Leadership in Hasidut Leader and Rose Levels: Years 4 and 5 (elective) Tuesday; 11:15–1:15 p.m. RAB 515 Syllabus
This course will explore different elements of leadership as expressed in the writings of Levi Yitzchak of Berdichev and Elimelech of Lizensk, two prominent disciples of the Maggid of Mezritch. Course is open to students with advanced skills in reading Hasidic texts.
Fall 2009