Fall 2015 Course Listings

View courses by discipline:
  BIBLE   CANTORIAL    EDUCATION HEBREW (ON CAMPUS) HEBREW (ONLINE)    HEBREW (ULPAN)
 
 HISTORY INTERDISCIPLINARY  JEWISH THOUGHT  MUSIC RABBINICS

 

> See the daily schedule (pdf)

BIBLE
Genres and Themes of Biblical Literature I CG-BIBLE 502A
M, 11 am-1pm | 3 graduate credits Syllabus | Adelman


This course will focus on biblical narrative and legal discourse. The course will cover the arc of biblical history and historiography, examining prose selections from the Torah, as well as the historical books Joshua, Judges, Samuel I and II, and Kings I and II. Several sessions will also focus on legal, prescriptive and proscriptive material, including ritual and civil law. Particular attention is paid to understanding of the Hebrew text, and to the linguistic and literary characteristics of the different genres. First part of a two-semester sequence. Prerequisite: Hebrew 4. First two classes will be held Wednesday and Thursday, Sept. 2 and 3, from 11:30 am to 1:00 pm.

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CANTORIAL
Basic Nusach CG CANTR 517
F, 9-11:15 am | 3 graduate credits
Syllabus | Torgove


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. 

Yom Kippur Nusach CG CANTR 554
W, 11:15 am-1:15 pm | 3 graduate credits Syllabus | Mayer


Students receive instruction on the modes and motifs of Yom Kippur and how to lead services using motivic improvisation within the established framework of received Ashkenazic tradition. Students also learn appropriate congregational melodies. Students are also introduced to selected cantorial recitatives, and coached on their authentic renderingPrerequisite: Rosh Hashana Nusach. Class begins Sept. 2.

Accompanied Repertoire for High Holidays  CG CANTR 596
Tu, 11:15 am-1:15 pm | 3 graduate credits    SyllabusTreitman


Students learn cantorial and congregational repertoire for High Holy Day services that involves instrumental accompaniment. Repertoire includes 19th-century European classics and 20th-century American composers and songwriters. Prerequisite: Liturgy of the High Holidays. Class begins Sept. 1.

How to Chant Haftarah and Esther CG CANTR 532
Online | 3 graduate credits SyllabusSchwartz


This course gives details and background for chanting the Trope of Haftarah and Megillat Esther. Topics will include a brief review of Hebrew grammar needed for accurate pronunciation and the punctuation of phrases, standard Ashkenazic motifs for chanting Haftarah and Esther Trope, pedagogy issues and teaching techniques and an overview of the development and functions of the Tiberian Trope.

Cantorial Coaching CG CANTR 579
TBA | 1 graduate credit Staff


This course provides coaching by a practicing cantor who will guide the student according to his or her individual needs. Goals of coaching are to increase facility with prayer leading and to improve vocal and musical interpretations of selected repertoire as pertains to the Jewish Life Cycle. The student will be evaluated on the benchmark requirements by the third year of residency to ascertain proficiency. Enrollment is limited to students who have successfully auditioned into one of the SJM program or by permission of the SJM. May be repeated for credit.

Cantorial Internship 1 CE CANTR 921
TBA | 1 graduate credit Treitman


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.

Preparation for Comprehensive Exams CE CANTR 997
TBA | 1 graduate credit


This course reviews materials required for the comprehensive exams in Nusach and Cantillation. Prerequisite: Cantorial students must be in last year of ordination program and receive permission of the dean of the School of Jewish Music.

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EDUCATION
Education Practicum CG EDUC 600 
Yearlong course | Noncredit only Schultz


Students with little or no education experience will participate in this teaching practicum to prepare them for upcoming field experience and lay the groundwork for success in their education careers. The goal of the practicum is to prepare students to move more easily, with new skills and confidence into the supervised field experience. The practicum gives students an opportunity to spend 3-5 hours per week for an academic year, observing educators, participating as much as possible in the educational setting and reflecting on what they are observing and experiencing. Prerequisites: Students will be expected to complete the practicum when they are enrolled in Models of Teaching (CG-EDUC-601). When possible, assignments from the course will be carried out in the practicum site. Practicum must be approved by the director of field experiences.

Models of Teaching (online) CG EDUC 601
Online | 3 graduate credits Rodenstein


In this course, students will analyze a wide repertoire of teaching models in Jewish education, influenced by content, students and institutional contexts, which represent techniques, philosophical approaches and values of teachers. The course will examine rationales for choosing or adapting different models and students will practice alternative approaches. Features of lesson planning and how to structure lessons and courses for Jewish educational settings will also be considered. 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. 

Models of Teaching (on campus) CG EDUC 601
W, 3:30-5:30 pm | 3 graduate credits Rodenstein


this class is canceledIn this course, students will analyze a wide repertoire of teaching models in Jewish education, influenced by content, students and institutional contexts, which represent techniques, philosophical approaches and values of teachers. The course will examine rationales for choosing or adapting different models and students will practice alternative approaches. Features of lesson planning and how to structure lessons and courses for Jewish educational settings will also be considered. 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. 

Human Development and Learning (online) CG EDUC 802
Online | 3 graduate credits SyllabusPrice


This course explores the relationship between human development and a lifelong trajectory of Jewish growth and learning. By exploring various developmental theories, including cognitive, psychosocial and moral development, students will gain a deeper understanding of the developmental needs of, challenges facing and opportunities for learners from early childhood through adulthood. Over the course of the semester, students will both analyze and design Jewish educational programs that address learners’ developmental needs.

Hebrew for Early Childhood Education CG EDUC 534
Online | 3 graduate credits Davis


This course covers basic Hebrew vocabulary focusing on its application to the early childhood classroom. Integrating Hebrew into music, games, movement and stories is stressed. Theories of language acquisition in children as well as adults will be covered. Students are encouraged to use and practice Hebrew in the classroom. This course is exclusively for students pursuing a certificate or degree in Early Childhood Education.

Jewish Life and Values CG EDUC 625
Online | 3 graduate credits
Syllabus | Kaunfer


The purpose of this course is to engage you as educators with major concepts and values of Jewish life. The course will have a dual focus: content knowledge and pedagogic application. In studying each topic, you will be asked to consider both the concepts and sources of the topic, as well as how the topic can be taught and experienced by students in various educational settings. You will have opportunities to apply your learning to the age group that you teach or direct. We will study each area using classic texts along with modern commentaries and writings. Topics will include the Jewish life cycle (birth, adoption, bar-bat mitzvah, marriage, conversion, divorce, death); values such as tzedakah, relationship between parents and children, k’vod ha-beriyot, bikkur holim; and Jewish practice (kashrut, tallit and tefillin). This course fulfills a pedagogic application requirement.

Experiential Learning Online: The Jewish Court of All Time  CG EDUC 690
Online | 3 graduate credits Einhorn


In this course, students will explore the role of technology, online games and role play in experiential Jewish education. Interacting as mentors in the Jewish Court of All Time, a middle-school online history simulation in Jewish day schools, students will work to understand the online learning environment and philosophies for engaging students in "native" environments that potentially encourage deeper interactions and learning. At the same time, course readings, exercises and discussions will hone students’ ability to leverage online experiential learning toward specific learning outcomes, while managing potential distractions, glitches and nonparticipation by the learners. The course will have implication for both online and in-person learning environments, as well as for multiple educational settings. This course fulfills a pedagogic application requirement.

Instructional Design I CG EDUC 630 
Online | 3 graduate credits Margolis 


This course will introduce students to five pedagogical and instructional strategies to meet diverse students’ needs: Universal Design for Learning, Differentiated Instruction, Multiple Intelligences, SAMR and TPACK models that incorporate educational technology. With each strategy, two main focal points will be on curriculum design and teaching methodologies. By the end of the course, students will be able to answer: How does the teacher design curriculum to meet the needs of students with and without special needs? What teaching strategies can be employed to meet the needs of students with and without special needs? What special education practices have been accepted as good universal teaching practices? What roles can technology play in pedagogical practice? How are these strategies and practices used in a Jewish educational setting (day school, afternoon school, camp)? Students will discover, comprehend and apply the methodologies and strategies of each approach, enhance and practice the reflective process, develop skills for student driven collaborative and independent learning and familiarize themselves with various edtech tools and platforms. This course fulfills a special-education requirement.

Graduate Research Seminar in Jewish Education CG EDUC 707
Tu, 6:30 to 8 p.m. ET monthly, and via distance technology | 1 graduate credit (this is a yearlong course) Einhorn and Shire


This research seminar is the culmination of a student's years of study at Hebrew College and provides students with the opportunity to integrate their learning of Judaic texts with educational theories and practice. The final project allows students to further investigate a topic that intrigues them and relates to their work. Throughout the yearlong project, students will be guided by the seminar instructors, a faculty adviser of their choosing and by the seminar community itself. The project is then submitted as a bound written paper and presented orally at an end-of-year day of celebration. This course is yearlong, ending in May 2016. Class dates are Sept. 8, Oct. 13, Nov. 10, Dec. 15, Jan. 12, Feb. 9, March 8 and April 12.

Graduate Research Seminar for the Jewish Education / Jewish Studies Combined Program CG EDUC 715
Tu, 6:30 to 8 p.m. ET monthly, and via distance technology | 2 graduate credits (this is a yearlong course) Einhorn and Shire


This research seminar is the culmination of a student's years of study at Hebrew College and provides students with the opportunity to integrate their learning of Judaic texts with educational theories and practice. The final project allows students to further investigate a topic that intrigues them and relates to their work. Throughout the yearlong project, students will be guided by the seminar instructors, a faculty adviser of their choosing and by the seminar community itself. The project is then submitted as a bound written paper and presented orally at an end-of-year day of celebration. This course is yearlong, ending in May 2016. Class dates are Sept. 8, Oct. 13, Nov. 10, Dec. 15, Jan. 12, Feb. 9, March 8 and April 12.

Field Experience I CG EDUC 915
TBA | 1 graduate credit (course covers two semesters) Schultz


Supervised experience in a Jewish setting (school, agency, synagogue, etc.) for the full academic year. A minimum of six to 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 field experiences must be approved by the director of field experiences. Prerequisite: Models of Teaching in Jewish Education.

Field Experience II CG EDUC 916
TBA | 1 graduate credit (course covers two semesters) Schultz


Supervised experience in a Jewish setting (school, agency, synagogue, etc.) for the full academic year. A minimum of six to 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 field experiences must be approved by the director of field experiences. Prerequisite: Models of Teaching in Jewish Education and Field Experience I.

Field Experience for Early Childhood Education I CG JLS 926
TBA | 1 graduate credit (course covers two semesters) Schultz


Full academic yearlong experience 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.

Field Experience for Early Childhood Education II ED JLS 927
TBA | 1 graduate credit (course covers two semesters) Schultz


Full academic yearlong experience 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. Prerequisite: Field Experience for ECE I.


Pedagogy I: Developing and Creating Effective Classrooms

CG EDUC 615
Jerusalem | 3 graduate credits  Grumet


Open only to Pardes Educators, Cohort 16.

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.


Pedagogy II: Developing as an Effective Teacher

CG EDUC 616
Jerusalem | 3 graduate credits  Wall


Open only to Pardes Educators, Cohort 15.

This course focuses on various factors that influence a person's ability to learn: multiple intelligences, diverse learning styles/patterns, socioeconomic 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.

Human Development and Learning CG EDUC 802
Online | 3 graduate credits Syllabus | Price


Open only to Pardes Educators, Cohorts 15 and 16.

This course explores the relationship between human development and a lifelong trajectory of Jewish growth and learning. By exploring various developmental theories, including cognitive, psychosocial and moral development, students will gain a deeper understanding of the developmental needs of, challenges facing and opportunities for learners from early-childhood through adulthood. Over the course of the semester, students will both analyze and design Jewish educational programs that address learners’ developmental needs.

Philosophies of Education and Leadership in Jewish Thought and Practice ED JLS 902
Online | 3 graduate credits  Shire


Open to JLDS students or by permission of the instructor only.

The work in this course is divided into two parts. In the first part, we will examine some important modern philosophers of Jewish education, in order to become familiar with some of the different approaches in this field and the purposes of Jewish education. In the second part, we will attempt to move from these more abstract levels of reflection to contemplate concrete areas and issues in contemporary Jewish education. This will give us a chance to explore how philosophical perspectives inform educational strategies and practices, whether explicitly or implicitly; it will also provide an opportunity for students to begin to spell out their own philosophical positions on real topics in day-to-day Jewish education, as they contemplate their educational leadership in these areas and challenges.

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HEBREW (ON CAMPUS)

All classes require the purchase of a standard Hebrew-English dictionary.
 
Understanding Hebrew Texts 1 MG HEBRW 120
W, 4:30-7 pm | 4 undergraduate credits  Davis


Students will begin learning basic Hebrew vocabulary and grammar needed to read authentic texts. The course begins with an introduction to Hebrew Alphabet and its vowels system, basic vocabulary and grammar (phonology, morphology, semantics, syntax, and pragmatics). There will be some in-class conversation in Hebrew, but the emphasis will be on developing reading comprehension skills. The pace of the course will be brisk, and a significant investment of study time outside the classroom will be expected
.

Sources 1: Reading in Hebrew MG HEBRW 520
Th, 4:30-7 pm | 3 graduate credits  Davis


This course will offer a unique experience of learning Hebrew throughout its history via diverse genres of literature. It will draw on a variety of Hebrew texts from a selection of sources, including the Bible, mishnah, midrash, medieval texts, Hassidic tales, haskala-era Hebrew literature and modern Hebrew short stories. The anthology of readings will be drawn from the book of Exodus, Ethics of Our Fathers, as well as works of Maimonides, Ramban, Yehuda HaLevi, Martin Buber, Shai Agnon, Hayim Nachman Bialik, Meir Shalev, Amos Oz and Etgar Keret. Grammatical concepts will be fully integrated into this literature-oriented course. Prerequisite: MG HEBRW 420: Understanding Hebrew Texts IV

Hebrew 5 CG HEBRW 205
M, Tu and Th, 2:30-4 pm | 4 graduate credits (Level: Mekorot)
Roth


Building on Hebrew 3 and 4, the two-semester sequence of Hebrew V and VI focuses on more advanced Modern Hebrew language structures and prose writings. Students will deepen their understanding of the Hebrew language, with emphasis on skill acquisition and development through the extensive use of classical and modern texts. This course gives a systematic presentation of grammatical and syntactic principles of biblical and rabbinic Hebrew (including vocabulary). Texts of different styles, such as narrative, poetry, prophecy and wisdom literature, are examined, with an emphasis on literary analysis.

Hebrew 7 CG HEBRW 207
Tu and Th, 2:30-4 pm | 3 graduate credits (Level: Year 1)  Syllabus | Bock


For students who want to work in-depth with classical Jewish texts, including students in the rabbinic and cantorial programs, this course will focus on the phonology, morphology and syntax of biblical Hebrew. Solid prior knowledge of Hebrew, including mastery of the Hebrew verb system, is a prerequisite, as this course will assume such knowledge as it addresses aspects of Hebrew grammar that are distinctive of biblical Hebrew, including the Tiberian vocalization ("nikud") and accentuation system, biblical Hebrew's larger inventory of verb forms, and various syntactic features of biblical Hebrew.

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HEBREW (ONLINE)


All classes require the purchase of a standard Hebrew-English dictionary.

All online Hebrew classes use the texbook "Ivrit Min Hahatchala" ("Hebrew from Scratch"), Vol. 1 or Vol. 2. See individual course descriptions.


Mekhina (Preparation) for Hebrew Language  CU HEBRW 010
Online | Noncredit only Levy


This course is designed to serve as an introduction to Hebrew language study and to ensure that students with some prior Hebrew study experience begin Modern 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. Students work at their own pace, submitting oral and written homework, and taking 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. Textbook: Ivrit Min Hahatchala, Vol. 1. Mekhina will cover the introductory units of the textbook.

Hebrew I CU HEBRW 110
Online | 4 undergraduate credits Levy


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. Prerequisite: Hebrew Mekhina or placement testTextbook: "Ivrit Min Hahatchala, Vol. 1." Hebrew 1 will cover Lessons 1–14 of the textbook.

Hebrew 1A CU HEBRW 111A
Online | 2 undergraduate credits Levy


This course covers the first half of Hebrew I, Lessons 1–7, of I "Ivrit Min Hahatchala, Vol. 1." Prerequisite: Hebrew Mekhina or placement test.

Hebrew 1B CU HEBRW 111B
Online | 2 undergraduate credits Levy


This course covers the second half of Hebrew I, Lessons 8–14, of "Ivrit Min Hahatchala, Vol. 1." Prerequisite: Hebrew 1A or placement test.

Hebrew 2 CU HEBRW 210
Online | 4 undergraduate credits Levy


A continuation of Hebrew I Online, 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. Prerequisite: Hebrew 1 or placement test.

Hebrew 2A CU HEBRW 211A
Online | 2 undergraduate credits Levy


This course covers the first half of Hebrew 2, Lessons 15–21, of "Ivrit Min Hahatchala, Vol. 1." Prerequisite: Hebrew 1 or placement test.

Hebrew 2B CU HEBRW 211B
Online | 2 undergraduate credits Levy


This course covers the second half of Hebrew 2, Lessons 22–28, of "Ivrit Min Hahatchala, Vol. 1." Prerequisite: Hebrew 2 or placement test. 

Hebrew 3 CU HEBRW 310
Online | 4 undergradute credits Levy


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. Prerequisite: Hebrew 2 or placement test.

Hebrew 3A CU HEBRW 311A
Online | 2 undergraduate credits Levy


This course covers the first half of Hebrew 3, Lessons 1–4, of "Ivrit Min Hahatchala, Vol. 2." Prerequisite: Hebrew 2 or placement test.

Hebrew 3B CU HEBRW 311B
Online | 2 undergraduate credits Levy


This course covers the second half of Hebrew 3, Lessons 5–8, of "Ivrit Min Hahatchala, Vol. 2." Prerequisite: Hebrew 3A or placement test.

Hebrew 4 CU HEBRW 410
Online | 4 undergraduate credits Levy


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. Prerequisite: Hebrew 3 or placement test.

Hebrew 4A CU HEBRW 411A
Online | 2 undergraduate credits Levy


This course covers the first half of Hebrew IV, Lessons 9–12, of "Ivrit Min Hahatchala, Vol. 2." Prerequisite: Hebrew 3 or placement test.

Hebrew 4B CU HEBRW 411B
Online | 2 undergraduate credits Levy


This course covers the second half of Hebrew IV, Lessons 13–16 of Ivrit Min Hahatchala, Vol. 2." Prerequisite: Hebrew 4A or placement test.

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HEBREW ULPAN


The Ulpan fall semester will run from Sept. 11 to Dec. 23. Click here for fall course listings.

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HISTORY
Text and Context: Biblical and Rabbinic Periods   CG HIST 541
Online | 3 graduate credits Syllabus | Mesch


In this course, we will encounter the Tanakh and rabbinic literature, and the cultures and civilizations in which they developed. We will read substantial portions of original texts (in translation) along with key secondary sources to provide students with a framework through which they can gain understanding of the key issues and concepts that underlie these texts and their history. We will also be attentive to the variety of ways that the Bible and rabbinic literature are read and interpreted. There are no prerequisites for this class; it will be taught as an introductory course for graduate students and as an introduction to graduate work in Jewish studies.

The Eastern European Era CG HIST 533
Online | 3 graduate credits Liekis


The study of Eastern European Jewry has benefited from renewed interest and new capabilities following the collapse of the Soviet Union and the reemergence of the independent states of East-Central Europe. Conditions of censorship and restricted access have given way to new scholarly initiatives and renewed support. This course will focus on the following themes: the specific character of the Jewry of East-Central Europe including religious, cultural, intellectual, political and economic history; relations between Jews and non-Jews from the later 18th century under a variety of ruling empires up to recent developments of independence and the revival of Jewish life; and contemporary attempts to engage the Jewish past by both Jews and non-Jews and attempts to come to terms with the difficult legacy of the Holocaust. The course will also explore the nature of the archival resources now available for genealogical research in the context of gaining a deeper understanding of the social and personal history of the Jewish community.

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INTERDISCIPLINARY
Jewish Life and Practice I   RB INTD 015
F, 11:30 am-1 pm | 2 graduate credits Klein


This course introduces aspiring clergy and educators to the basic sources, practices and complexities of the Jewish lifecycle. Students will gain fluency in the essential terminology of the Jewish lifecycle and will explore the multiple approaches to Jewish ritual observance. We will integrate primary text study, secondary readings and our own personal encounters with ritual practice in order to build fluency and comfort in the practice of Judaism. We will also pay particular attention to the issue of encountering this material as future clergy and educators.

Case Studies in Interreligious Leadership CG INTD 524
Online plus M, 4:45-6 pm (both required) | 3 graduate credits  
Rose


Students will explore a variety of real-world cases dealing with issues of religion and contemporary life. This will include issues relating to civic, educational and religious institutions as well as interpersonal maters. Emphasis will be placed on the role of a leader — clergy, educator, CEO, coach, etc. — in these situations. Each week we will analyze different cases and read various materials — historical, theological, sociological, etc. — related to the scenarios. As the course unfolds, students will create their own cases and explore them with peers in the class. This case-study method is based, in part, on the pioneering work of the Pluralism Project at Harvard University.

Heroines of the Qur'an (Meets at ANTS) CG INTD 614WR
Th, 2:30-5:20 pm (Sept. 17-Dec. 16) | 3 graduate credits Ibrahim-Lizzio


This course introduces students to female figures who appear in Qur’anic narratives. Particular attention is given to those women who play central and heroic roles. Attention is also paid to ethical and ministerial lessons that arise from the narratives. The course welcomes and encourages comparative theological lenses. Prior experience with Qur’anic narratives is helpful but not required.

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JEWISH THOUGHT
Core Issues in Jewish Thought (Hevruta course) CG JTHT 526
Online | 4 graduate credits Mesch


This course will deal with a set of central theological and philosophical issues that have engaged the attention of Jews from the earliest times up to today. These issues include God and God’s relation to the world in general and to the Jews in particular, prophecy and revelation, free will and human responsibility and the program of evil, mitzvot (commandments), Jewish Peoplehood, Jews and non-Jews. We will first explore these issues in the early Jewish writings and then follow them from the rabbis to the medieval philosophers, and then on to the modern and post-modern writers. In this Hevruta text course, students will meet in real time via video for one hour a week to study the week’s texts together.

Justice, Revenge, Repentance and Forgiveness in Jewish Literature and Thought CG JTHT 631
Th, 11:15 am-1:15 pm | 3 graduate credits  Syllabus | Schimmel


this class is canceledJudaism has given much thought to these four concepts and values in interpersonal, interethnic and human-divine relationships, from biblical times to the present. The Bible attributes to God the command that one should not harbor a grudge against a fellow Israelite as well as the command to annihilate the Amalekites because they attacked Israel when they were vulnerable after they had just left Egypt. The rabbis engage these issues and offer their own interpretations of the meanings of these biblical texts, often utilizing the concepts of "midat hadin" (the measure of justice) and "midat harahamim" (the measure of compassion / forgiveness). The issue continues to be central in medieval and modern times, where the events of Jewish history make the discussion continually relevant.

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MUSIC
Voice Lessons CG MUSIC 200
1 graduate credit Staff


Private singing lessons with emphasis 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. Students will be taught how to use correct technique while singing a variety of different styles of music. Students will be required to participate in a studio recital once each semester and to memorize the music that is being performed. To adjudicate progress, students will also be required to sing in Vocal Boards, performing a liturgical selection either from memory or from the Hebrew text, and a secular piece from memory from repertoire to be approved in advance. May be repeated for credit.

Kol Arev Chamber Choir CG MUSIC 305
M, 4:30-6:30 pm | Noncredit only Lieberman


This ensemble is open to students who have successfully auditioned for and who will serve as members of Kol Arev chamber ensemble during the academic year. Participation is required for students in the COSEL program.

Choir CG MUSIC 546
1 graduate credit Lieberman


Students sing or serve as conducting interns in a choir specializing in Jewish repertoire. May be repeated multiple times for credit. Enrollment limited to students in the cantor-educator program
Participation must be approved in advance by the choir coordinator.

Senior Recital CG MUSIC 905
1 graduate credit Staff


Private singing lessons with emphasis on preparing the student for the senior recital. This course will be taken instead of voice lessons during final two semesters before graduation. Enrollment limited to students in the cantorial program. 
May be repeated for credit.

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RABBINICS
Introduction to Mishnah CG RAB 513
T and Th, 11:30 am-1 pm | 4 graduate credits   SyllabusLeader


This course is an intensive introduction to the form and content of the Mishnah, the first code of rabbinic law. Students will gain familiarity with classical rabbinic syntax, key concepts and frequent forms of rabbinic teachings, building a foundation for further study of rabbinic literature. Prerequisite: Hebrew 4.

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