"Jewish Philosophy and the Academy reflects in broad terms on the current state of Jewish philosophy in the university. This generation of university teachers lives at a unique historic junction. It is the last to be taught by the giants of European Wissenschaft des Judentums and the first to experience the remarkable expansion of Judaic scholarship in Israel and abroad." "Emil Fackenheim suggests that if we are indebted to Athens for the philosophical method, we are also indebted (...) to Jerusalem for the ethical content of philosophy, which is both an intellectual and a moral challenge. This dual challenge shapes the diverse papers in this volume."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved. (shrink)

The Jewish Family Ethics Textbook guides teachers and students of all ages and backgrounds in mining classical and modern Jewish texts to inform decision making on hard choices.

This essay argues that schooling in Israel is tied too closely to ideology. This results in an indoctrinary orientation that contributes to divisiveness and imperils Israeli democracy. After reviewing and critiquing the roots of this orientation, I advance an alternative that understands education as an agent of the good rather than ideology. Israeli schooling requires a vision of goodness broad enough to encompass competing conceptions of Jewish life espoused by the majority as well as non-Jewish orientations affirmed by (...) various minorities. Such a vision can be grounded, I contend, in a democratic Jewish theology that emphasizes God as teacher rather than tyrant. (shrink)

Teachers and Texts in the Ancient World presents a comprehensive and accessible survey of religious and philosophical teaching and classroom practices in the ancient world. Snyder synthesizes a wide range of ancient evidence and modern scholarship to address such questions as how the literary practices of Jews and Christians compared to the literary practices of the philosophical schools and whether Christians were particularly noteworthy for their attachment to scripture.

The paper deals with Pico’s conception of man, especially with regard to his use of Jewish sources. This is mostly apparent in Pico’s works Oratio (1486), Conclusiones (1486) and Heptaplus (1488/89). Firstly, we point out his collaboration with Flavius Mithridates, who was Pico’s Hebrew teacher and an intepreter of some Jewish mystical texts (Gersonides, Nahmanides, Recanati). Secondly, we emphasize that at the same time Pico was in contact with another Jewish scholar Yohanan Alemanno as well. For this (...) reason, modern interpreters (Idel, Lelli) believe that one of the main sources not only for Pico’s Oratio but also for his late work Heptaplus were some of Alemanno’s writings (particularly his Heshek Shlomo and Hay ha-‘Olamin). Therefore, I examine Pico’s syncretic model of dignitas hominis, which was inspired on one hand by Neoplatonic philosophy and Aristotelianism, and on the other hand by Jewish and Christian mystical tradition. (shrink)

ABSTRACTIn Jewish tradition, expectations of the ideal teacher are very high, especially because the teacher is a role model for the next generation. So how does one become an ideal teacher? What is the proper image of a teacher according to Jewish ethics? The present paper is an attempt to answer a series of questions about what makes an ideal teacher based on an analysis of hundreds of texts, including halachic rulings and responsa as well as documents that (...) outline various communities’ guidelines and demands. The Jewish texts make up the ethic mosaic that profiles the ideal teacher, who must work with the students as well as with their families. In view of the importance of the education as it has been understood by arbiters throughout the ages, we can appreciate why there should be zero tolerance for mistakes and inadequacies. (shrink)

This qualitative study examines the expectations and beliefs parents, students, and teachers have about the teaching of heritage histories in public high schools. Students from three heritage groups, as well as their parents and teachers, were interviewed to shed light on this complex, often silent, relationship. This study is grounded in literature about the purposes of history education, historical distance, and collective memory/heritage, which give shape to and help to explicate some of the more complex issues inherent in (...) the teaching of heritage histories. Participants included four Hmong students, three of their parents, and their teacher in St. Paul, Minnesota; eight Chinese students, nine of their parents, and their teacher in Elmdale, California; and five Jewish students, five of their parents, and their teacher in Maple Lake, Illinois. Findings indicate that the three stakeholder groups believe that the public school history classroom is an appropriate and desired place for heritage histories to be taught. This is complicated, however, by several factors: the placement of the heritage history narratives within larger curricular and mainstream narratives, how the teachers choose to incorporate the heritage narratives into the formal classroom curriculum, and the changing nature of historical and generational distance. (shrink)

Elie Wiesel, plucked from the ashes of the Holocaust, became a Nobel Peace laureate, an activist on behalf of the oppressed, a teacher, an award-winning novelist, and a renowned humanist. He moved easily among world leaders but was equally at home among the disenfranchised. Following his Nobel Prize, Wiesel established the Elie Wiesel Foundation for Humanity; one of their early initiatives was the founding of the Elie Wiesel Ethics Essay Contest. The reflections in this volume come from judges of the (...) contest. They share their personal and professional experiences working with and learning from Wiesel, providing a glimpse of the person behind the public figure. At a time when the future seems ominous and chaotic at best, these reflections hold on to the promise of an ethically and morally robust possibility. The students whose essays prompt this sense of hope are remarkable for their insight and dedication. The messages embedded in the judges’ reflections mirror Wiesel’s convictions about the importance of friendship, the need to interrogate (without abandoning) God, and the power of remembrance in order to fight indifference. (shrink)

The topic of Hannah Arendt's Jewish identity can be approached from many directions. This chapter considers Arendt in the context of the vision of world history articulated by her teacher and mentor Karl Jaspers, in which her people, the Jews of Palestine, were considered as one of the “Axial Age” peoples. It argues that it is Arendt's Jewish identity—not just the identity she asserted in defending herself as a Jew when attacked as one, but more deeply her connection (...) to the Axial Age prophetic tradition—that made her the cosmopolitan she was, while Jaspers's cosmopolitanism was more learned than inherited and reinforced by group experience. (shrink)

Jewish by birth, though from a secular family, Alan Morinis took a deep journey into Hinduism and Buddhism as a young man. He received a doctorate for his study of Hindu pilgrimage, learned yoga in India with B. K. S. Iyengar, and attended his first Buddhist meditation course in the Himalayas in 1974. But in 1997, when his film career went off track and he reached for some spiritual oxygen, he felt inspired to explore his Jewish heritage. In (...) his reading he happened upon a Jewish tradition of spiritual practice called Mussar. Gradually he realized he had stumbled on an insightful discipline for self-development, complete with meditative, contemplative, and other well-developed transformative practices designed to penetrate the deepest roots of the inner life. Eventually reaching the limits of what he could learn on his own, he decided to seek out a Mussar teacher. That was not easily achieved, since almost the entire world of the Mussar tradition had been wiped out in the Holocaust. In time, he did find an accomplished master who stood in an unbroken line of transmission of the Mussar tradition, and who lived at the center of a community of Orthodox Jews on Long Island. This book tells the story of Morinis’s journey to meet his teacher and what he learned from him, and reveals the central teachings and practices that are the spiritual treasury and legacy of Mussar. Alan Morinis has written this book because the wisdom and practices that helped him so much have not penetrated the world beyond the confines of Orthodox Judaism, and may not be fully appreciated even there at this time. His hope is that Jews and non-Jews alike will find in Mussar a time-tested path of spiritual practice that will help them discover the hidden radiance within. (shrink)

The aim of this study was to examine how Muslim Arab–Israeli teachers conceptualize the Israeli–Arab conflict with their students. The findings show that Arab schools are in a constant state of tension between opposing poles of identity and belonging. The teachers emphasize their students’ alienation from the Israeli establishment and their lack of identification with the Jewish state, while expressing deep identification with the Palestinian people. They are able to cope with this split by seeking contents and (...) coping mechanisms of a universal nature that are not in dispute, and which enable students to repress the dissonance in which they live. (shrink)

The induction period is considered one of the most difficult in a teacher’s career. In Israel, support systems for beginning teachers include a learning community and a mentoring process, over a 2-year period. The study was based on self-determination theory and examined how support for BTs’ psychological needs and exploration from the LC facilitator and teacher-mentor contributed to their functioning. The study was conducted over 2 years during which BTs participated in LCs and were accompanied by a teacher-mentor. Questionnaires (...) were administered to Bedouin-Arab and Jewish teachers, 308 interns in the first year, and 205 new teachers in the second. Results of SEM analysis indicated that supporting BTs’ needs and exploration by LC facilitators in both years predicted their autonomous motivation, which in turn predicted positive feelings and satisfaction in the LC. The LC facilitators’ support also predicted the BTs’ autonomous motivation in teaching, which was also predicted by the teacher-mentors’ support. This in turn positively predicted the BTs’ sense of competence and self-actualization, and negatively predicted burnout. In both years, autonomous motivation mediated the association between the support the BTs received, and teacher outcomes in the LC and school. No significant differences were found between the two cultures. The effects found in the second year are above and beyond the effects of support from the LC facilitators and teacher-mentors in the first year. The study indicates the importance of combining multiple induction programs over time and highlights the importance of supporting BTs’ needs during the induction period. (shrink)

A comprehensive guide that carefully examines each chapter of The Jewish Moral Virtues and advises leadrs and teachers on how best to present the material.

Orthodox Judaism is one of the fastest-growing religious communities in contemporary American life. According to the 2013 Pew Center Survey on American religious life, Orthodox Judaism is poised to surpass all other denominations of Judaism in the United States by 2050. Anyone who wishes to understand more about Judaism in America will need to consider the tenets and practices of Orthodox Judaism: who its adherents are, what they believe in, what motivates them, and to whom they turn for moral, intellectual, (...) and spiritual guidance. Among those spiritual leaders none looms larger than Rabbi Joseph B. Soloveitchik, heir to the legendary Talmudic dynasty of Brisk and a teacher and ordainer of thousands of rabbis during his time as a Talmud teacher at Yeshiva University from the Second World War until the 1980s. Soloveitchik was not only a Talmudic authority but a scholar of Western philosophy. While many books and articles have been written about Soloveitchik's legacy and his influence on American Orthodoxy, few have looked carefully at his disciples in Torah and Talmud study, and even fewer at his Jewish thought and philosophy. "Soloveitchik's Children: Irving Greenberg, David Hartman, Jonathan Sacks, and the Future of Jewish Theology in America" is the first book to study closely three of Soloveitchik's major disciples in Jewish thought and philosophy: Rabbis Irving ("Yitz") Greenberg, David Hartman, and Jonathan Sacks. These three figures hold unique places in modern and contemporary American Jewish life. Each has been highly influential not only within American Orthodoxy but within American Judaism more broadly; each has contributed significantly in the development of Jewish philosophy and theology in the postwar era; each has founded and presided over institutions of their own. David Ross Goodman narrates how each of these three major modern Jewish thinkers learned from and adapted Soloveitchik's teachings in their own ways, even while advancing his philosophical and theological legacy. Goodman highlights the approaches taken by Greenberg, Hartman, and Sacks to some of the most critical religious and philosophical issues of our time: Jewish-Christian relations and interfaith theology; the proper religious response to the Holocaust; the place of creativity in religious life; and the primacy of life in the Jewish tradition. The story of religious life and Judaism in contemporary America is incomplete without an understanding of how three of the most consequential Jewish thinkers of this generation adapted the teachings of one of the most consequential Jewish thinkers of the previous generation. "Soloveitchik's Children" tells this gripping intellectual and religious story in a learned, and engaging manner, shining a light on where Jewish religious thought in the United States currently stands-and where it may be heading in the coming generations. (shrink)

Gotthard Deutsch (1859–1921) taught at Hebrew Union College in Cincinnati from 1891 until his death, where he produced a card index of 70,000 ‘facts’ of Jewish history. This article explores the biography of this artefact of research and poses the following question: Does Deutsch’s index constitute a great unwritten work of history, as some have claimed, or are the cards ultimately useless ‘chips from his workshop’? It may seem a curious relic of positivistic history, but closer examination allows us (...) to interrogate the materiality of scholarly labor. The catalogue constitutes a total archive and highlights memory’s multiple registers, as both a prosthesis for personal recall and a symbol of a ‘human encyclopedia’. The article argues that this mostly forgotten scholar’s work had surprising repercussions: Deutsch’s student Jacob Rader Marcus (1896–1995) brought his teacher’s emphasis on facticity to the field of American Jewish history that he pioneered, catapulting a 19th-century positivism to the threshold of the 21st century. Deutsch’s index was at an inflection point of knowledge production, created as historians were shifting away from ‘facts’ but just before new technologies (also based on cards) enabled ‘big data’ on a larger scale. The article thus excavates a vision of monumentality but proposes we look past these objects as monuments to ‘heroic’ scholarship. Indeed, Deutsch’s index is massive but middling, especially when placed alongside those of Niklas Luhmann, Paul Otlet, or Gershom Scholem. It thus presents a necessary corrective to anointing such indexes as predecessors to the Internet and big data because we must keep their problematic positivism in perspective. (shrink)

Established in Jerusalem by the Hilfsverein der deutschen Juden, the first Teacher Training Seminar is a fascinating case study of the rapid change within the Jewish communities in late Ottoman Palestine. This essay focuses on the 1907 conflict between the Seminar’s management and its Eastern-European students concerning training and teaching in the modern Hebrew, a development which would later nourish the so-called “War of Languages” in 1913. These conflicts reflected the gap between immigrants who had fled anti-Semitic riots in (...) Eastern Europe and witnessed Socialist revolutions, and the experiences of Jerusalem-born students familiar with the activity of philanthropic Jewish organizations within the local children’s education system. The chasm between the nationalist educational goals of the Hebrew yishuv and the Hilfsverein’s aims of modernization and professionalization led to mutual radicalization and the establishment of a separate Zionist education system by Zionist Organisations. The staunch position in favor of teaching in Hebrew expressed the Hebrew and secular national consciousness of the immigrant student, and was evidence of their professional pedagogical goals. (shrink)

The German-Jewish writer and poetess, Rose Ausländer, who came from Chernivtsi, capital of Bukovina, one of the former provinces of the Hapsburg Empire, is one of the most highly acclaimed lyric poets to have written in German in the 20th century. Throughout her whole life she was an adherent of the philosophy of Spinoza, first becoming acquainted with it in the so-called “ethics seminar” of the secondary-school teacher Friedrich Kettner. In the wake of the First World War the youth (...) of Chernivtsi were in need of new sources of intellectual stimulation, so he set out to introduce them to the philosophy of Spinoza, as well as to that of Constantin Brunner, a contemporary German philosopher influenced by him. Rose Ausländer remained a follower of Spinoza right up to the end of her life. This is confirmed by her two very different poems of the same name, “Spinoza”—the first composed before 1939, the second in 1979—as well as by her many explorations of topics drawn from his ethics, ranging from her very first printed poem, “Amor Dei,” up to her lyrics written in old age, in the 1970s and 1980s. In this short paper I will attempt to chart the course of, and analyze, her interest in Spinoza's philosophical system and life. (shrink)

In The Hasidic Moses, Aryeh Wineman invites readers to join him on a journey through various eighteenth- and nineteenth-century Hasidic texts that interpret the life of Moses. Such texts read their own accent on spirituality and innerness along with their conceptions of community and spiritual leadership into the biblical account of Moses. Wineman reveals the ways in which historical Hasidic voices interpreted both the Exodus from Egypt and the scene of Revelation at Sinai as statements concerning what occurs constantly in (...) our lives at all times. In addition, Wineman shows how Hasidic readers embraced the idea that Moses had to die in order that his soul might return to the world in the righteous and holy ones of every generation, and that the presence of Moses actually transcends time and is present in spiritual understanding as it unfolds at any moment in any period. ""Aryeh Wineman has written a clear and accessible book that serves as a delightful entry into the world of Hasidic thought. Using the template of Hasidic interpretations of the life of Moses, he takes the reader carefully through a broad range of Hasidic works, highlighting the Hasidic resistance to the plain meaning of scripture, opting instead for their penchant for devotional and spiritually deepening readings... The impulse toward spiritualizing both deepens the original text of the Torah and transcends it, stimulating the reader to read the Torah as an edifying document, rather than primarily a historical, legal, or even national work."" --Joel Hecker, Reconstructionist Rabbinical College ""Aryeh Wineman's The Hasidic Moses is a triumph on every level... The figure of Moses is brought alive in the words of the classic Hasidic masters and is made available for a new generation of spiritual seekers hungry to find meaning in biblical models and mystical texts. The Bible tells us that no one knows where Moses is buried--but we can say that he lives robustly in Aryeh Wineman's sparking new book!"" --Nehemia Polen, Hebrew College, Newton Centre, Massachusetts ""Aryeh Wineman writes authoritatively as the scholar he is, but addresses himself--like the rabbi he also is--not to other scholars, but to readers and seekers who would like to understand. In this way he lives the humility of the teacher Moses and leads us through his writing into the depths of the Hasidic homily and parable... For those of us who don't have direct access to the hasidic texts he translates, his gentle and careful presentation of The Hasidic Moses is a gift from soul to soul."" --Rodger Kamenetz, author of The Jew in the Lotus and Burnt Books Aryeh Wineman has written many studies in the area of Hebrew literature and Jewish mysticism. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Achievement of David Novak: A Catholic–Jewish Dialogue ed. by Matthew Levering and Tom AngierChristopher KaczorThe Achievement of David Novak: A Catholic–Jewish Dialogue, edited by Matthew Levering and Tom Angier (Eugene, OR: Pickwick, 2021), 360 pp.The Achievement of David Novak: A Catholic–Jewish Dialogue, edited by Matthew Levering and Tom Angier, brings together twelve essays on various aspects of Novak's thought along with a response to (...) each essay by Novak himself. The topics themselves concern whether Jews and Christians worship the same God, suicide, natural law, Pope Pius IX, justice, the sanctity of human life, and supersessionism. Its contributors include senior scholars as well as those at the beginning of their careers. Each essay, arising from some aspect of Novak's vast corpus, is replied to by Novak himself. These replies are instructive, for they show a great teacher at work, responding with nuance and charity to criticisms and always moving the conversation forward in illuminative ways.Levering opens the volume with a contribution about Novak as a master of Jewish–Christian dialogue, indeed, "the greatest master of Jewish–Christian dialogue who has ever lived" (1). Levering highlights the intellectual pedigree of Novak, whose teachers included Abraham Joshua Heschel, Leo Strauss, Yves Simon, Louis Dupré, and Germain Grisez. Jews are called to live according to the revelation to which they are accountable. Christians are called to live according to the revelation to which they are accountable. Neither Jews nor Christians should hold the other group accountable for their distinctive revelation, but neither Jews nor Christians should hide or minimize what they have to offer to the other.Princeton's Robert P. George interviews Novak, revealing something of the origin story shaping decades of dialogue between the rabbi and [End Page 299] Catholic interlocutors, perhaps the most influential of which was Germain Grisez, Novak's dissertation director in the early 1970s at Georgetown University and a colleague in founding the "new natural law" school, along with George's own dissertation director, John Finnis.Melanie Barrett's essay highlights the importance of natural law, a key theme in Novak's work, for a pluralistic and secular milieu. She cites him saying, "Jews ought to encourage non-Jews to pray in public in order to show how much they believe the world, including the political order, is dependent on God" (48). Such public prayer creates more opportunity also for Jews to express their faith in public.Invoking Gottlob Frege's distinction between sense and reference, Francis Beckwith tackles the question of whether the Trinitarian God is the same God as the God of Abraham. Cassius Clay and Mohammed Ali have the same reference, though different senses. Like Novak, Beckwith believes Catholics and Jews worship the same God.John Berkman returns to the subject of much of Novak's early writing, suicide. Berkman's chapter seeks to explore the similarities and differences between Jewish and Catholic views on the topic. Novak's dissertation exploration of Plato's, Aquinas's, and Kant's views was supplemented by his experience working as a rabbi and hospital chaplain at St. Elizabeth's Hospital in Washington, DC, a facility that specializes in treating mental illness. One of Aquinas's arguments against suicide is that it is contrary to proper love of self. In his response to Berkman's essay, Novak highlights that the command "to love your neighbor as yourself" could mean "as you love yourself" or "as you yourself are loved by God" (118).David Elliot, a former student of Novak's, responds to quasi-Marcionite attacks on the manualist tradition by what might be called the "beige moral theologians" of the 1970s. He highlights Novak's insight that "our terror of God's power is mostly sublimated into our reverence for God's wisdom.... It should reappear only when we are tempted to stand up against God in contempt rather than standing before him in awe" (134).Tom Angier, one editor of The Achievement of David Novak, treats the difference between a more typically Scholastic approach to natural law grounded in metaphysics and Novak's theologically formulated approach. But Novak replies, "I tried to... (shrink)

Jesus’ instruction to the crowds in Matthew 23:3 to obey and do everything the teachers of the Law and the Pharisees tell them comes as a surprise. It is the only case in Matthew where the words of the Jewish leaders are seemingly portrayed in a positive light. If this portrayal indeed is positive, it seems to stand in tension with how Matthew construes these leaders and their teachings in the rest of the gospel. Jesus’ positive remark furthermore (...) seemingly stands in contrast with Matthew 28:20, where Jesus claims all authority to himself and instructs his disciples to teach all the nations to obey everything he has commanded them. The question therefore arises as to how this seemingly positive reference of Jesus, which apparently stands in contrast with Jesus’ criticism in the rest of the gospel, should be interpreted. In answering this question, an intra-textual approach is followed. (shrink)

He is one of the wisest men of all time. Since the time of the Bible, he is the only man to be celebrated by the three major Western religions of Judaism, Christianity and Islam. His name is Maimonides. A philosopher, rabbi, physician, religious thinker and logician, today this sage is considered among the greatest thinkers. The Secret Life reveals his ancient teachings in modern terms. In The Secret Life, you will discover true wisdom and success in every aspect of (...) life comes not from our public persona and life -- as so many believe -- but in our secret thoughts and actions. Maimonides shows how every person can find their true and best self, not only deriving happiness for themselves, but spreading that bliss to everyone they touch. The benefits of living the Secret Life are countless. Changing your approaches to giving charity, to seeking justice, to loving others, and to believing in yourself enough to find and act on your true calling will lead you to remarkable heights. You will find a new resilience against the difficulties and turmoil in life, a new inner power that will keep you focused on the things that really matter, and an inner peace few will ever have. The Secret Life is, quite literally, life changing. "Whatever you do should be done out of nothing else but pure love." -- Maimonides Jeffrey Katz is a lifelong student and teacher of rationalist religious philosophy. He became fascinated in his youth by his discovery of the ancient wisdom of Maimonides, and received rabbinic ordination while focusing on disseminating the ancient, life-changing wisdom he had uncovered. He is a practicing attorney, has appeared on national television on a broad range of issues, and has lectured widely. (shrink)

Dyuḳan inṭeleḳṭuʼali shel manhig ruḥani be-ʻidan mahapkhani. Yehuda leʼon Ashkenazi (Meniṭo) 1922-1996 hogeh, mekhanekh ṿe-ish maʻaśhe.

This book offers an ideal first reader in ancient Greek. It presents a selection of extracts from a comprehensive range of Greek authors, from Homer to Plutarch, together with generous help with vocabulary and grammar. The passages have been chosen for their intrinsic interest and variety, and brief introductions set them in context. All but the commonest Greek words are glossed as they occur and a general vocabulary is included at the back. Although the book is designed to be used (...) by students who have only completed a beginner's course in Greek, students of all ages will find that it helps them to improve their ability and confidence in reading a wide range of prose and verse texts, while at the same time providing a fascinating and copiously illustrated introduction to the riches and variety of ancient Greek literature over a period of almost a thousand years. (shrink)

"A tribute to Chedva Zilberfarb, a "h, "Chedva of Shemiras Ha-lashon.".

This book studies education and curriculum from the perspective of the teacher’s stance in the classroom. Writing through the lenses offered by autobiography, a lifetime in the classroom serving as teacher, and drawing heavily on Jewish and secular scholarly texts, Block offers a vision of education that serves as an alternative to the increasingly instrumentalist, managerial, standards-driven impersonal nature of contemporary schools. He advocates not for a pedagogy of ethics, but for the original ethical stance every teacher already assumes (...) by entering into the classroom. It is from this stance in ethics, he argues, that all pedagogy derives. (shrink)

This is a new presentation of the philosophy of the Talmud. The Talmud is not a work of formal philosophy, but much of what it says is relevant to philosophical enquiry, including issues explored in contemporary debates. In particular, the Talmud has original ideas about the relation between universal ethics and the ethics of a particular community. This leads into a discussion on the relation between morality and ritual, and also about the epistemological role of tradition. The book explains the (...) paradoxes of Talmudic Judaism as arising from a philosophy of revolution, stemming from Jewish origins as a band of escaped slaves, determined not to reproduce the slave-society of Egypt. From this arises a daring humanism, and an emphasis on justice in this world rather than on other-worldly spirituality. A strong emphasis on education and the cultivation of rationality also stems from this. Governing the discussion is a theory of logic that differs significantly from Greek logic. Talmudic logic is one of analogy, not classification and is peculiarly suited to discussions of moral and legal human situations. This book will be of interest to those in the fields of philosophy, religion and the history of ideas, whether students, teachers and academics, or the interested general reader. (shrink)

This article traces Kurt H. Wolff’s involvement with Italy, from his first sojourn in the 1930s as a German Jewish intellectual in exile to the end of his life. Wolff developed profound ties with the country that hosted him, and that he was forced to abandon once racial laws were introduced there on the eve of World War II. Nonetheless, throughout his life he regarded Italy as an elective homeland of sorts. Wolff’s Italian experience is revisited through a detailed (...) examination of the places where he resided, his activities as a student, teacher, and scholar, and the many individuals with whom he associated, many of whom became his lifelong friends and collaborators. The documentary evidence collected here includes unpublished conversations with some of Wolff’s Italian connections and serves for a consideration of how his ties to Italy had an impact on the development of his sociological and esthetic theories. (shrink)

Pt. II (pp. 239-329), "The Jewish People among the Nations, " contains essays, addresses, and letters by the author spanning the years 1938-1980. Discusses, among other topics, antisemitism in the USSR in the 1930s, antisemitism in Nazi Germany, Black antisemitism during the teachers' strike in New York City (1968), and ecumenism.

Maimonides' Guide to the Perplexed is among the most influential texts within Jewish philosophy: a twelfth-century masterwork that seeks to navigate the straits between religion and philosophy. The Guide was written around 1190 in Classical Arabic by Moses ben Maimon, commonly known as Maimonides or as Rambam, a medieval Sephardic Jewish philosopher who became one of the most prolific and influential Torah scholars of the Middle Ages. The Guide to the Perplexed, written as a letter from a teacher (...) to his "perplexed" student, is Maimonides' magnum opus. In this new translation by philosopher Lenn E. Goodman and Jewish historian Phillip I. Lieberman, Maimonides' intimate, conversational voice comes through as never before in English. Written in the form of a three-part letter to Maimonides' student, Rabbi Joseph ben Judah of Ceuta, the Guide seeks to resolve the apparent contractions between Aristotelian thought and Rabbinical Jewish theology. Maimonides is all too cognizant of the challenges serious inquirers face at the confluence of the two great streams of thought and learning that Arabic writers labeled 'aql and naql, reason and tradition. The object of the Guide, as Maimonides declares near the start of the work, is to probe the mysteries of physics and metaphysics. But mysteries, for him, are not conundrums to be celebrated for their impenetrability, but problems to be solved. Maimonides' ideas echo throughout the work of philosophers including Aquinas, Spinoza, Leibniz, and Newton, and the Guide continues to inspire vigorous debate among philosophers and theologians today. Goodman and Lieberman's detailed commentary provides historical context and philosophical scaffolding, allowing readers to more fully understand the complexities of the most significant text in medieval Jewish thought. (shrink)

ABSTRACTThe Jewish-Catholic philosopher and Carmelite Edith Stein offers a rich notion of love, based on an original phenomenology, which resulted from an active engagement with her teachers Edmund Husserl and Max Scheler, and was later enriched and deepened by incorporating religious philosophical and theological ideas. In order to locate Stein’s original thinking, the essay will first introduce the two thinkers by whom she was most clearly influenced, and show how Stein contrasted the ‘nothing’, as it is presented in (...) Husserl’s other pupil Martin Heidegger’s existentialist analysis, with the fullness of being to which the human person aspires, and which is given through love. Her phenomenological thinking, based on the intersubjective approach to its object, ultimately leads Stein to a triple philosophical statement about love: Love is a principle of being, a principle of knowledge and a principle of relationship. The passage through theology verifies what has been said philosophically about its relationship to God, in whom love ultimately finds its completion. The three basic principles of love complement and correct each other, to the point not only of issuing in an analysis of the phenomenon ‘love’ but of also opening up an ethics of love. (shrink)

_National Jewish Book Award winner __ An internationally recognized scholar and theologian shares a Jewish mysticism for our times in this " humane, accessible " book (_Publishers Weekly_, Starred Review)__ “Green challenges traditional notions of God, Israel, and Torah, offering a radically new understanding and stimulating the reader to join him in a journey of discovery.”—Daniel Matt, Graduate Theological Union_ Judaism, one of the world’s great spiritual traditions, is not addressed to Jews alone. In this masterful book, winner (...) of the 2020 National Jewish Book Award in the Con­tem­po­rary Jew­ish Life and Practice category, Arthur Green calls out to seekers of all sorts, offering a universal response to the eternal human questions of who we are, why we exist, where we are going, and how to live. Drawing on over half a century as a Jewish seeker and teacher, he shows us a Judaism that cultivates the life of the spirit, that inspires an inward journey leading precisely toward self-transcendence, to an awareness of the universal Self in whose presence we exist. As a neo-hasidic seeker, he is both devotional and boldly questioning in his understanding of God and tradition. Engaging with the mystical sources, he translates the insights of the Hasidic masters into a new religious language accessible to all those eager to build an inner life and a human society that treasures the divine spark in each person and throughout Creation. (shrink)

Scholars of Jewish history have paid consistent and devoted attention to the Barcelona Disputation of 1263. Records of this event preserve contemporary Jewish and Christian responses to the proceedings, which pitted Nahmanides, the most important exegete and teacher of the region, against a convert from Judaism to Christianity, took place in the royal court before an illustrious audience. This essay traces trends in scholarly treatments of the Barcelona Disputation from the early days of the Wissenschaft des Judentums to (...) the present. By examining challenges of veracity posed by the documentary sources as well as foundational assumptions about what the medieval authors intended to achieve with their accounts, this article provides broad overview of the historiography that has developed around the Barcelona Disputation. (shrink)