Registration for spring semester will begin December 1, 2008.
All courses are worth 3 graduate credits, except where noted.
View spring semester courses by discipline:
Bible
Cantorial
Education
Hebrew
History
Interdisciplinary
Jewish Thought
Liturgy
Music
Rabbinics
View spring semester courses by program:
Rabbinical School
Hebrew College Online
Me’ah Graduate Institute
Courses offered through the Me’ah Graduate Institute (MGI) during the 2008–2009 academic year are available to all students. These courses may be taken for credit or for noncredit and are offered on a pass/fail basis only. Matriculated students in degree programs may take up to two MGI courses for credit toward their degree.
BIBLE
Reading Psalms II
Brettler
MGI
12 sessions; Feb. 5, 12, 19, 26, Mar. 5, 12, 19, 26, Apr. 2, 23, May 7, 14
Thursday, 7:00–9:30 p.m.
BIBLE 522
Prerequisite: Completion of Hebrew V
or permission of MGI Hebrew coordinator, Sigalit Davis.
A continuation of
Reading Psalms I, students may register independently for either course. A close reading of the Hebrew text of various psalms found in the Jewish liturgy. We will explore the major themes of these psalms, their literary structure and their likely use in ancient Israel. We will also understand how collections of psalms have come together. Particular attention will be paid to the themes of God's kingship and the use of historical traditions in Psalms. Knowledge of biblical Hebrew and familiarity with basic tools for the study of biblical texts (e.g., BDB) are a prerequisite.
Ramban: New Ways of Looking at the Bible
Cohn
MGI
Monday, 9:30 a.m.–12:15 p.m.
BIBLE 564
Ramban, also known as Nachmanides, was a product of thirteenth-century Spain, who merged Ashkenazic and Sephardic approaches. His Torah commentary, written late in his life while living in the land of Israel, reflects a life as rabbinic scholar, Kabbalist, communal leader, physician and insightful text interpreter with surprisingly modern sensibilities. This course will focus on selections from Ramban's Torah commentary as well as his account of the 1263 Barcelona Disputation. All texts will be studied in translation. There will be ample opportunity for those interested in working with the Hebrew text.
Bible: Text and Context
Bernat
Framework
Thursday, 9:00–11:00 a.m.
BIBLE 600
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.
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CANTORIAL
Basic Cantillation for Jewish Professionals
Buhr
Friday, 9:00–11:00 a.m.
CANTR 519
Prerequisite: Proficiency in reading Hebrew is required.
Jewish educators and others are often called upon to teach Torah and haftarah reading skills (e.g., for
b’nai mitzvah training). Although many educators are familiar with the basic skills involved, fewer are aware of the underlying structure for the system of
ta’amei hamikrah, or how this system can aid in the teaching and elucidation of biblical texts. This course explores the biblical cantillation system and provides students with the pedagogical tools they will need to impart these skills to others.
Nusah for High Holidays: Theory
Mayer
Wednesday, 2:15–4:15 p.m.
CANTR 524
Note: Enrollment is limited to CEP students or by permission of the Dean.
This course represents the final sequence of Ashkenazic
nusah theory, presenting both the unique and the shared modes and motifs of High Holiday liturgical chant. Through investigation of primary sources of
nusah, students will gain a thorough overview of the range of melodic tools available to the cantorin rendering these texts.
Nusah for High Holidays: Practicum
Mayer
Friday, 11:15 a.m.–1:15 p.m.
CANTR 525
Note: Enrollment is limited to CEP students or by permission of the Dean.
Students will gain facility with the musical rendering of the High Holiday liturgy through in-class demonstration and guided practice. Students will also have an opportunity to hone their skills through learning partnerships (
hevrutot). Emphasis is on improving basic davening skills within the seasonal modes.
Cantillation II: Haftarah, Esther and Lamentations
Mayer
Friday, 9:00–11:00 a.m.
CANTR 530
Prerequisite: Theory and Practice of Torah Cantillation
or permission of the instructor.
Instruction will be given in the chanting of the Haftarot, Esther and Lamentations. In addition, students will investigate various strategies for teaching cantillation. The curriculum will also include the proper modern pronunciation of biblical Hebrew.
Advanced High Holiday Practicum: Traditional
Ness
Monday, 2:15–4:15 p.m.
CANTR 542
Focusing on traditional High Holiday repertoire, students will spend a portion of class time discussing the process of crafting a unified and effective worship experience and choosing appropriate music with that goal in mind. The remainder of the practicum will be spent coaching individual pieces with the aid of the instructor. Piano accompaniment will be provided as required. Enrollment is limited to CEP students and designed for those planning to serve traditional congregations.
Cantorial Coaching
Staff
1 credit
Times TBA
CANTR 579
Note: Enrollment is limited to CEP students.
This course will provide weekly 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 the selected repertoire.
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EDUCATION
Early Childhood Institute: Creating a Developmentally Appropriate Curriculum for Early Childhood Jewish Education
Brody
EDUC 502
Note: Offered online only.
This course stresses skills in planning and implementing curricula. The holiday cycle will be studied as a basis for integrating art, music, science, mathematics and language arts, as well as Jewish values, customs and symbols into classroom practice.
Early Childhood Institute: Early Childhood Directors Institute Seminar
Regosin
2 semesters; 1 credit
Wednesday, 7:00–9:00 p.m.
3 sessions; dates TBA
EDUC 526
Note: Offered in conjunction with the Bureau of Jewish Education of Greater Boston.
Continuation from fall semester.
Early Childhood Institute: Hebrew for Early Childhood Education
Davis
EDUC 534
Note: Offered to the community of western Massachusetts through a special distance-learning program made possible by a grant from the Harold Grinspoon Foundation.
An introduction to the general field of early childhood education with an emphasis on the special characteristics and potential of the Jewish preschool. Using models of child development and values acquisition as a frame of reference, as well as source material, the course will explore basic Jewish values and how to convey them to young children.
Early Childhood Institute: Bible for Young Children
Rodenstein
Monday, 7:00–9:00 p.m.
EDUC 538
This course gives an overview of the appropriate biblical narratives to be used in the early childhood curriculum. The narratives will be examined for their common themes, value messages and usefulness in enhancing the interpersonal fabric of the classroom. In addition, the integration of Bible stories into the day-to-day life of the classroom will provide a hands-on exploration of ways to make the stories relevant to the young child.
Behavioral Management in the Inclusive Classroom
Miller-Jacobs
Monday, 9:00–11:00 a.m.
EDUC 555
Note: Offered via videoconference to Pardes educators in Jerusalem.
This course prepares students to develop a variety of behavior-change strategies within educational settings. Emphasis is placed on the development of supportive classroom structures that lead to positive interactions among students with and without special needs, and between students and teachers. Students will consider the Jewish dimension of behavioral management, specifically how values such as
dereh eretz (desirable behavior) can be reflected in general learning experiences.
Master of Jewish Education: Final Project Seminar
Miller-Jacobs
Wednesday, 9:00–11:00 a.m.
EDUC 707
Note: Continued from fall semester.
Required for all candidates for the MJEd degree.
Seminar in Educational Leadership and Supervision
Instructor TBA
Thursday, 11:15 a.m.–1:15 p.m.
EDUC 710
Note: For advanced students and supervisors only.
This seminar explores the process of educational supervision, instructional and organizational leadership in Jewish education. Students will consider and practice varied models of supervision and staff development and examine issues of change in Jewish education. In addition, students will practice Jewish educational leadership skills, including public speaking, homiletics, and educational planning and problem solving.
Teaching and Facilitating Tefillah
Richmond
Thursday, 2:15–4:15 p.m.
EDUC 711
This course is designed to connect the literature of effective teaching with the study of Jewish prayer. Critical thinking activities will be emphasized as students create an active learner-centered classroom around the subject of prayer. Topics will include effective teaching behaviors, second language acquisition as it relates to the prayer book, cooperative learning with multiple intelligences, learner-centered assignments, differentiated instruction, technology, motivation and reflective teaching.
Issues in the Teaching of Theology
Kaunfer
Tuesday, 9:00–11:00 a.m.
EDUC 728
One of the great challenges of religious education is teaching about God and spirituality. This course will have a dual focus: we will look at some basic issues in Jewish theology such a God, revelation, problems of evil, eschatology and spirituality, with the purpose of translating these concepts into educational settings and practice. One of the goals of this course will be for participants to clarify their own beliefs, doubts and questions, and to apply those insights into reflective educational practice. There will be opportunities both in and out of class to explore and create strategies and materials for teaching, as well as to look at traditional and modern texts and sources on theological issues.
Lifespan Development and Case Studies in Jewish Education
Instructor TBA
Tuesday, 11:15 a.m.–1:15 p.m.
EDUC 802
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.
Student Teaching Internship in Day School Settings
1 credit
EDUC 900B
Required for Pardes educators.
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HEBREW
Mekhina (Preparation) for Hebrew Language
Levy
noncredit
HEBREW 010
Note: Offered online for both online and campus-based students. No prior knowledge of Hebrew is required.
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
Hebrew I at comparable levels.
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.
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 II
Barone
Monday and Wednesday, 11:15 a.m.–1:15 p.m., with additional hours online instruction
HEBRW 202
A continuation of
Hebrew I, this course enables students to recognize and use some new structures of Hebrew grammar, morphology and vocabulary for reading of modern and classical texts, as well as conversation. Sessions include readings from modern and classical texts and dialogues with and without vowels. Students will listen to stories and recorded dialogues and participate in guided and open conversation. Based on topics introduced in class, students will write dialogues and passages. All language skills are mastered through more advanced syntactic and grammatical structures. Students will learn the past tense of verbs in the groups introduced in
Hebrew I.
Hebrew IV
Veissid
Monday, Wednesday, Friday, 9:00–11:00 a.m.
HEBRW 204
Building on the language skills students have developed in
Hebrew I through
Hebrew III, this course continues to strengthen students’ reading comprehension, grammar, written and oral language skills in modern Hebrew. Attention is paid to the grammatical forms and structures, as well as vocabulary expansion. Particular focus is paid to reading and comprehension of rabbinic texts.
Hebrew VI
Instructor TBA
Monday, Wednesday, Friday, 9:00–11:00 a.m.
HEBRW 206
Building on
Hebrew III and
Hebrew IV, the two-semester sequence of
Hebrew V and
Hebrew 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 both classical and modern texts. There is also a systematic presentation of grammatical and syntactic principles of both biblical and rabbinic Hebrew (including vocabulary). Texts of different styles, such as narrative, poetry, prophecy and wisdom literature, are all examined with an emphasis on literary analysis. Hebrew texts are used and some English translations may be available to students.
Hebrew VIII
Bock
Monday, 2:15–4:15 p.m. and Wednesday, 9:00–11:00 a.m.
HEBRW 208
Building on the language skills developed in
Hebrew I through
Hebrew VI, the
Hebrew VII and
Hebrew VIII sequence focuses on Hebrew grammar, reading and writing skills, and vocabulary development. In these advanced courses, Hebrew language texts from biblical through medieval and modern periods are studied.
Aramaic
Bock
Friday, 9:00–11:00 a.m.
HEBRW 211
In this course, students will review the basic features of Aramaic, focusing on the dialect of Aramaic used in the Babylonian Talmud. Students will learn to take advantage of systematic correspondences between Hebrew and Aramaic by applying prior knowledge of Hebrew grammar and vocabulary to the study of rabbinic Aramaic texts.
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HISTORY
History of the Second Commonwealth and Rabbinic Period
Klawans
Thursday, 11:15 a.m.–1:15 p.m.
HIST 151
This course provides a survey of the diversity and development of Judaism in the ancient world, covering some of the events and phenomena that shaped ancient Judaism: the impact of Hellenism, the Maccabean revolt and the Roman conquest. Some course time is devoted to the first century of the Common Era—the important period that saw both the birth of Christianity and the destruction of the ancient Jewish state, which in turn gave way to the beginnings of rabbinic civilization.
Jewish History and Memory: The Modern Period
Starr
Framework
Monday, 11:15 a.m.–1:15 p.m.
HIST 537
The third in a three-course sequence, this course, while it offers an introduction to the key events of modern Jewish history, will focus primarily on the character of memory. Thus, while the study’s structure—its scaffolding—traverses its course according to the “what” of history, its pressing concern rather involves the “why,” the “wherefore” and the “whereto from here.” What might we learn from history? This question necessarily ushers us into the realms of literature and philosophy, music and the other arts—including film, a more modern art form, which even involves some sacred modes of knowing, feeling and acting. A vital concern throughout the course—as it attempts to approach the European Emancipation, the Holocaust and the Zionist project, as well as the American Jewish community's development—entails the experience of
difference, in its threat as well as in its possibility.
Modern Intellectual Jewish History
Bernstein-Nahar
Monday, 2:15–4:15 p.m.
HIST 538
Many people in the Western world today are content to live for goals that are purely immanent in their experience (e.g., money, sexuality, human connection). Others have hotly contested a culture of materialism, and sought to rediscover transcendent religious experiences widely enjoyed in premodern societies. This disagreement is not new to Jews; it reflects a long process of secularization and religious return with roots as far back as the seventeenth century. Students in this course will explore the genesis of our so-called “secular age,” and join in conversation with many of the voices that have struggled over its meaning for modern religious and associational life. Historical developments and spiritual trends to be considered will include emancipation, enlightenment, disenchantment/reenchantment, deism, humanism, religious pietism and the rise of denominational Judaism. We will consider the impact of the Protestant reformation, the rise of the nation state and the market economy, and the impact of anti-Semitism. Finally, we will pay close attention to the different trajectories toward modernity characteristic of different geographies (e.g., “east” and “west”).
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INTERDISCIPLINARY
Jewish Life and Practice 2: The Jewish Year
Lehmann
Monday, 2:15–4:15 p.m.
INTD 016
Students will be introduced to the patterns and essential terminology of the Jewish religious annual calendar and other basic Jewish practices.
Interdisciplinary Graduate Seminar
Bernstein-Nahar
1.5 credits
Monday, 7:00–9:30 p.m.
7 sessions: Jan. 5, 12, 26, Feb. 2, May 4, 11, 18
INTD GC101
Note: Primarily offered for students in the MJLS program; others may enroll with permission from the instructor. It may be repeated by MJLS students for credit or noncredit.
This seminar explores the nature of modern Jewish studies and adult Jewish learning in connection with the concept of an "educated Jewish public." A principal goal of the seminar is to cast Hebrew College’s own enterprise against the backdrop of a two-centuries-old discussion about modern Jewish life. Students will enter into this debate from a historical point of view and engage in dialogue with contemporary scholars about their disciplines and their aspirations. Modes of study will include close readings of classical Jewish texts, exploration of philosophical and theological ideas, and historical inquiry.
Communicating Ideas in Jewish Education: Writing and Presenting Persuasively
Zorfass
Thursday, 9:00–11:00 a.m.
5 sessions; Feb. 5, 26, Mar. 12, Apr. 2, 30 and additional hours online instruction
INTD 515
Jewish educational leaders working in different types of settings—including schools, camps, youth movements, nonprofit organizations, colleges, universities and synagogues—must communicate formally, as well as produce written materials in order to launch an initiative, sell an idea for a new program or secure funding. Clear, concise and compelling communication skills are critical. The core components of written documents typically include identifying a need, describing the proposed project, outlining a set of tasks and corresponding timeline, articulating how the project will be evaluated and crafting a budget with an accompanying narrative. In this course, students will hone their communication skills while also learning how to identify opportunities to obtain funding for Jewish initiatives. While targeted to Jewish educators, the course is open to all who wish to develop successful and compelling written and oral communication skills in order to advance various programs.
Interfaith Models of Religious Leadership
Mobley and Rose
Wednesday, 4:30–6:30 p.m.
INTD 522
Note: This course is designed as an interfaith experience for Andover Newton and Hebrew College students. Enrollment is limited to 10 participants from each school.
In this course, we will explore the lives of several ancient religious leaders as presented in the Jewish and Christian bibles, and in the commentaries of various post-biblical commentators (ancient and modern). As we examine these religious and literary portraits, we will consider how they might be helpful to us in our own work as contemporary religious teachers, preachers, guides and counselors.
History and Meaning in the Study of Jewish Texts
Mesch
Tuesday, 9:00–11:00 a.m.
INTD 528
Note: Offered via videoconference to Pardes educators in Jerusalem.
The methods of modern scholarship have been very productive in allowing us to study classical Jewish texts, including the Tanakh, rabbinic literature and other important resources in the Judaic tradition, with new eyes and new research tools. Knowledge of ancient languages and the history and traditions of other cultures allows us to engage Jewish texts from new perspectives. In this course, students will focus 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. Students will reflect on both the results of this scholarship and its integration into a worldview of religious and spiritual meaning.
Graduate Research Seminar
Mesch
Wednesday, 2:15–4:15 p.m.
INTD 601
Note: Required of all MAJS students, this course is normally taken during the spring semester prior to graduation.
Students will complete work on their master’s papers and discuss research methods and approaches to the field. At the end of the course, students will present the results of their research to the Hebrew College community in a public forum. For more information on the final paper, please
click here.
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JEWISH THOUGHT
Medieval Jewish Thought in Context
Mesch
Tuesday, 2:15–4:15 p.m.
JTHT 519
The medieval Jewish philosopher tried to reconcile the conceptual world of Greek philosophy (mediated by Muslim translators into Arabic) and the literature and worldview of traditional Judaism. At the same time, many of them were heavily involved in the life and work of the Jewish communities in which they lived. For them, the philosophical quest was an essential part of realizing one’s Jewish and human potential (Halevi has his own contrarian view). Through an examination of the writings of Saadya Gaon, Judah Halevi, Maimonides and Spinoza, we will examine basic theological and religious issues they confronted and the social and political worlds in which they operated. The medieval philosopher engaged these issues with a remarkably keen intellectual and spiritual sensibility. We will strive to cover and uncover their perspectives on the following areas: reason and revelation, the nature and describability of God, creation, prophecy, providence, the singularity of the Jewish people and the problem of evil.
Sifrut HaMusar
Schimmel
Tuesday, 2:15–4:15 p.m.
JTHT 544
Prerequisite: Hebrew VII
and VIII
.
Sifrut HaMusar, ethical-devotional literature, integrates theology, religious spirituality, psychology and ethics, for the purpose of instructing its audience to advance along the path of piety, devotion and ethical behavior. Students will study selections from some of the classics of this literature, such as
Hovot HaLevavot (Ibn Pakuda),
Tomer Devorah (Moses Cordovero),
Mesillat Yesharim (Moses Luzzatto),
Orot HaTeshuva (Abraham Isaac Kook) and the writings of Israel Salanter and his disciples. Class time will be spent on careful reading and study of these texts in Hebrew. The goals of the course include mastery of concepts and improvement of linguistic skills in reading and understanding this genre of literature. In addition to the primary sources, there will be assigned readings from the scholarly literature on
Sifrut HaMusar.
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LITURGY
Liturgy and Poetry: Yamim Noraim
Lehmann
Thursday, 2:15–4:15 p.m.
LITGY 225
Prerequisite: Completion of Hebrew V
and VI
.
Students will study the classic liturgy for Rosh Hashanah and Yom Kippur, including the history of the mahzor and close readings of
piyyutim (liturgical poetry).
Liturgy of the Synagogue Service
Sokol
Friday, 11:15 a.m.–1:15 p.m.
LITGY 590
Prerequisite: Students must have Hebrew IV
, its equivalent or permission of the instructor.
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
hagim (holidays). Conceptual and literary forms will be considered.
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MUSIC
Vocal Performance
Torgove
1 credit
Monday, 4:30–5:30 p.m.
MUSIC 201
This class concentrates on building basic vocal skills—breath, resonance, posture and mechanics—and integrates those skills into students’ repertoires. Students will bring their own vocal selections from their private library and cantorial class work; these will provide the vehicle for their vocal work with the instructor.
CEP Choir
Ness
1 credit
Wednesday, 11:15 a.m.–1:15 p.m.
CE-MUSIC 546
Note: Required for all CEP students. Non-CEP students may arrange an audition by contacting Scott Sokol at ssokol@hebrewcollege.edu.
The Jewish choral tradition comprises a rich tapestry of more than two millennia, dating back at least as far as the Levitical choirs of the Great Temple. In more recent times, the synagogue choir has enhanced the beauty of Jewish worship and has provided a large repertoire for congregational singing. This course will introduce students to a subset of this vast repertoire and provide the skills necessary to participate in and to lead choruses within the Jewish community.
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RABBINICS
Hilkhot Hagim U’Moadim
Schimmel
Tuesday, 11:15 a.m.–1:15 p.m.
RAB 216
This course will offer an introduction to the basic principles and concepts of
Hilkhot Yom Tov (
melakha, okhel nefesh, yom tov sheni, oneg, simha) and to some of the
halakhot (laws) specific to the
Yamim Noraim, the
Shalosh Regalim, and Hanukkah, Purim and Tisha b’Av. Students will study the development of these laws as formulated and codified in rabbinic Judaism. Specifically, we will utilize Maimonides’
Mishneh Torah, Karo’s
Shulhan Arukh, and the
Mishnah Berurah, a commentary on the
Shulhan Arukh, as well as a compendium of halakhic rulings and analyses through the end of the nineteenth century, including those by the Hafetz Hayim, Israel Meir Hakohen of Radin. Students will also consider some halakhic perspectives on and approaches to Yom Ha’Atzmaut and Yom Ha’Shoah. The goals of the course are for students to understand basic concepts and terms from this section of halakhic literature and to improve their skills in reading and understanding halakhic texts.
Introduction to the Study of Talmud
Leader
Gateway; 4 credits
Tuesday and Thursday, 9:00–11:00 a.m.
RAB 520
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. The 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
Polen
Gateway; 4 credits
Tuesday and Thursday, 2:15–4:15 p.m.
RAB 550
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 the authors’ approaches to answering them. The use of these midrashim by medieval Jewish Bible commentators is also examined.
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