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1975

Department of Talmud and Codes Schedule of Courses - Fall 1975 (1975)

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Final Exam - January 1975, Judaic Studies 636 XE (1975)

Answer all questions in your exam booklet. Write clearly. I. Answer all questions, in order. Write each number and, next to it, the letter that indicates the correct answer. (25 points) 1. R. Shneur Zalman was the author of: c) neither of the above 2. The following town is not one in which R. Shneur Zalman lived: b) Lubavitch 3. Ecstatic davening, such as dancing during services, was practiced by the followers of: c) R. Menachem Mendel of Vitebsk 4. The oldest of the disciples of The Great Maggid was: c) R. Menachem Mendel of Vitebsk 5. The second ban against the Hasidim was occasioned by: b) the aliyah of Hasidim to Palestine 6. R. Shneur Zalman was charged with: a) being the founder of a harmful religious sect.19 Kislev 5559 is celebrated as the; Here is your cleaned-up and reformatted version with en dashes (–) in place of all dashes, smaller en dashes where applicable, and no changes to original wording or structure beyond minor typo corrections:a) day R. Shneur Zalman was freed b) day he was arrested c) day of his deathR. Shneur Zalman feuded with: a) R. Menachem Mendel of Vitebsk b) R. Levi Yitzhak of Berditchev c) R. Aaron of KaliskR. Shneur Zalman died – a) in Vilna b) in Berlin c) in the year that marked collapse of NapoleonLike Baal Shem, R. Nachman: a) displayed an insatiable hunger for knowledge b) was a great Talmudist c) loved natureThe following Zaddikim did not go on aliyah to Eretz Israel – a) R. Yaakov Yosef of Polnoye b) R. Menachem Mendel of Vitebsk c) R. Nachman of BratzlavWho led the opposing side of R. Nachman? a) Rabbi Loeb, the Sage of Shpola b) Jacob Frank c) Rabbi Levi Yitzhak of BerditchevThe group of followers of R. Nachman consisted of: a) intelligent and spiritually alert young people b) elderly and infirm c) ignorant peasantsWhat stand did R. Nachman take in the wake of the new enlightenment (Haskalah) movement? a) was indifferent to them b) spread their doctrine secretly c) was outspoken against their rationalistic schoolR. Nachman…
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Proposed Hasidism Courses Outline (1975)

Jud. St. 41 should remain essentially as it is. Jud. St. 75, "Introduction to Hasidic Literature," requires prerequisites of Jud. St. 41 and a working knowledge of Hebrew. The course aims to acquaint students with primary sources of Hasidic literature, progressing from simpler to more complex passages filled with biblical and rabbinic allusions, Kabbalistic terms, Hasidic exegesis, and wordplays. Students should be able to translate and annotate texts. Selected works include: Tzava'at Ha-Rivash and Keter Shem Tov (Besht), Likkutei Moharan and Sippurei Ma'asiyot (R. Nahman of Bratslav), Degel Mahaneh Ephraim (R. Moshe Hayyim Ephraim), Noam Elimelekh (R. Elimelekh of Lizhensk), Kedushat Levi (R. Levi Yitzhak of Berditchev), Toledot Yaakov Yosef, Tzofnat Pa'aneach, and Ketonet Passim (R. Yaakov Yosef of Polnoye), Tzidkat Ha-Tzaddik (R. Zadok of Lublin), Benei Yissaschar (R. Zevi Elimelech of Dinov), Tanya, Derekh Mitzvotekha, and contemporary ma'amarim (HaBaD), Maggid Devarav le-Yaakov and Likkutim Yekarim (R. Dov Ber). Standard biblical, Talmudic, midrashic, and kabbalistic reference works are expected. A graduate-level course, "Major Ideas of Hasidism" (Jud. St. 700-level), requires Jud. St. 75 and knowledge of Hebrew. It explores core Hasidic themes through original sources and contemporary scholarship, comparing Hasidic and Mitnagdic thought, Kabbalah, and Sabbateanism. Topics include immanence and transcendence, devekut, avodah begashmiyut, gadlut and katnut, zaddikism, yeridah and aliyah, sweetening of judgments, prayer, thoughts and emotions, Torah lishmah, mystical themes, love and fear of God, evil and the yetzer, and eschatology. Primary sources: Tzava’at Ha-Rivash, Keter Shem Tov, letters of the Besht, Darkei Yesharim (R. Menahem Mendel of Peremyslyany), writings of R. Pinhas of Koretz, Toledot Yaakov Yosef, Ketonet Passim, Tzofnat Pa’aneach, Porat Yosef (R. Yaakov Yosef), Maggid Devarav le-Yaakov and Likkutim Yekarim (R. Dov Ber), Pri Ha-Aretz (R. Menahem…
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Seminar in Jewish Thought and Contemporary Problems: Methods and Approaches (1975)

This is primarily a methodological course – a “how-to” – and only incidentally substantive. This is a Seminar course and will be treated as such. (1) Each student must get, as soon as possible, a copy of Faith and Doubt. (2) Motivation for interest in this area: a) understanding the Torah view; b) demonstrating the relevance of Torah – here, medieval rationalists’ proofs of God’s existence: to reveal God in intellectual idiom; c) to teach Judaism: Hasbarah (not apologetics, although this has its place too – often consisting in demonstrating the obvious, e.g., story of Eliach and Ephraim Holland – but beware banality; mention English translation); d) polemical reasons – examples: my work on the Conservative ketubah, mixed pews, second day of exile, interfaith dialogue – but be very careful not to be self-righteous or engage in mud-slinging. Necessary personal resources: a) curiosity and interest; b) openness to contemporary problems – no intellectual ghettos; c) confidence that answers can be found or devised (cf. the Gaon and Meiri on שאל אביך ויגדך); d) acquaintance with halakhic sources and also philosophic, aggadic, musar, kabbalistic, Hasidic sources, etc. (I am opposed to an exclusively halakhocentric view); e) ability to trace material – i.e., research techniques; f) talent for organizing and systematizing; g) literary ability. Typology of articles: a) popular Hasbarah (e.g., “Tisha B’Av Today” – Jewish Life; Hedge of Roses; “The Second Days” – Chavrusa; “Separate Pews” – Tradition); b) political-social (e.g., “Talmud and Tapes” – Sh’ma; “Ethics of Protest” – Jewish Spectator; “Jewish Ethics of Leisure,” “Moral Revolution” – Faith and Doubt); c) legal (e.g., “Homosexuality” – Encyclopedia Yearbook; “Ketubah” – Tradition; “Self-Incrimination,” “Privacy” – Faith and Doubt; “Cog in the Wheel” – Kirschenbaum); d) scientific-technological (e.g., “Religious Implications of Extraterrestrial Life” – Faith and Doubt; “Medical Malpractice”); e) educational-philosophic…
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