Search results for: Rabbinic education
Page 1/2 19 items
On a recent Monday morning on the Upper West Side, a group of about 20 men and women sat in pairs, hunched over enormous Jewish legal tomes and dissecting their contents in animated conversation. It was a typical scene at Hadar, an egalitarian yeshiva that has run full-time study programs for young adults in New York City since 2007. Less typical was the mundane topic of their study: whether it is permissible to use a dishwasher for both meat and milk dishes in successive cycles. It’s the kind of question typically asked of synagogue rabbis.
Updated: Jan. 13, 2020
Context Matters: Forming American Rabbinic Identity in Israel is an ethnographic investigation of thirty-eight American Reform and Conservative rabbinical students as they experience the Israel Year of rabbinic education, a defining feature of their training that distinguishes it from that of American seminarians of other faith traditions. This study analyzes rabbinic identity formation through the students’ interactions with six contexts: their own identity journeys, educational institutions, Israel as a place, Jewish time, civil time, and the people they encounter. The students engage with these contexts in the student role and as someone who is both an insider and an outsider.
Updated: Mar. 07, 2019
Over the past couple of years, I have taught second-year rabbinical students at Yeshivat Chovevei Torah the pedagogy of teaching Talmud and other rabbinic texts. This experience has prompted me to ask whether there is any difference between training rabbis and non-rabbis to teach rabbinic texts. What distinct dynamics are present, of which my students should be made aware, when a rabbi teaches a rabbinic text? In order to explore this question, and as part of a broader theoretical and empirical study of Talmud pedagogy, I recently conducted interviews with several American Talmud and rabbinics educators (of different denominational affiliations) who have taught in rabbinical schools. I asked, “What is different about teaching Talmud pedagogy to future rabbis, as opposed to non-rabbis?” Their responses, presented below, provide useful self-reporting of how they conceptualize their teaching practice in the context of rabbinical school.
Updated: Dec. 08, 2016
“Like a Distant Cousin”: Bi-Cultural Negotiation as Key Perspective in Understanding the Evolving Relationship of Future Reform Rabbis with Israel and the Jewish People
This research explores the impact of a year studying in Israel on Hebrew Union College-Jewish Institute of Religion (HUC-JIR) rabbinical students’ emotional connection toward and knowledge about the State of Israel and the Jewish People. We want to better understand the students’ beliefs, ideas, and behaviors that emerge from their experience including “ideological dilemmas” that they confront and negotiate.
Updated: Mar. 18, 2015
The Hartman Rabbinic Torah Study Seminar is an annual 10-day study program that enriches rabbis of all denominations and nurtures their capacity to inspire their communities, excite them by the Jewish tradition, and motivate them in their quest for meaning. During the summer 2015 seminar, June 30-July 9, 2015, the faculty of the Shalom Hartman Institute will explore and teach Justice and Righteousness: Personal Ethics and National Aspirations.
Updated: Jan. 28, 2015
The Hartman Rabbinic Torah Study Seminar is an annual 10-day study program that enriches rabbis of all denominations and nurtures their capacity to inspire their communities, excite them by the Jewish tradition, and motivate them in their quest for meaning. During the summer 2014 seminar, June 30-July 10, 2014, the faculty of the Shalom Hartman Institute will explore and teach Jewish ideas relating to the pressing contemporary issues of war and peace.
Updated: Dec. 01, 2013
The Choice of Reform Rabbinical Studies in Israel and the Rabbinical Mission: Negotiating Tikun Olam and Personal Tikun
The goals of this study are to describe the motivations and aims of young Israelis for choosing Reform rabbinical studies and to explore how the Israeli and Reform contexts are manifested in students’ motivations and aims. This question was examined by a study of the personal background, the decision-making process, and the motivations of 10 students in the Reform rabbinical program at the Jerusalem campus of Hebrew Union College (HUC).
Updated: Jun. 25, 2013
Toby Axelrod writes about ceremonies held recently at the Roonstrasse Synagogue in Cologne where four Orthodox Rabbinical students, graduates of the traditional Orthodox Rabbinerseminar zu Berlin – were ordained, with Rabbi Chanoch Ehrentreu of England officiating. In all, eight graduates of the 3-year-old seminary -- the successor to Berlin's original Hildesheimer Rabbinical Seminary -- have now received their ordination, or smicha, including two in 2009 in Munich and two in 2010 in Leipzig.
Updated: Oct. 03, 2012
Rabbi Aaron Ross has recently been devoting considerable effort to introducing Problem-Based Learning to the Judaic studies classroom in order to take our most ancient texts and teach them in a new and hopefully more thought-provoking fashion. While engaged in this endeavor he confronts the nagging question: is PBL countercultural to Jewish tradition?
Updated: Aug. 09, 2012
Each summer, the Shalom Hartman Institute brings together a pluralistic group of rabbis from across North America with senior Hartman faculty members in Israel to address a major issue facing contemporary Jewish life. The 2012 Rabbinic Study Seminar in Jerusalem , July 2- 12, 2012, will explore the foundational Jewish issue of faith: its place in the landscape of Jewish values, and the challenges of modern life to that faith and in which faith plays a part.
Updated: May. 08, 2012