Jewish learning and thought in Languedoc -- 1250-1300: implications of original philosophic work and the diffusion of philosophic learning in Languedoc -- 1250-1300: Jewish contacts with Christian intellectuals and Jewish thought regarding Christianity -- Meiri's transformation of Talmud study: philosophic spirituality in a halakhic key -- 1300: on the eve of the controversy -- 1300-1304: knowledge and authority in dispute -- 1304-1306: the controversy peaks -- The effects of the expulsion: Jewish philosophic culture in (...) Roussillon and Provence. (shrink)

Pioneering biblical critic, theorist of democracy, and legendary conflater of God and nature, Jewish philosopher Baruch Spinoza (1632-1677) was excommunicated by the Sephardic Jews of Amsterdam in 1656 for his "horrible heresies" and "monstrous deeds." Yet, over the past three centuries, Spinoza's rupture with traditional Jewish beliefs and practices has elevated him to a prominent place in genealogies of Jewish modernity. The First Modern Jew provides a riveting look at how Spinoza went from being one of Judaism's (...) most notorious outcasts to one of its most celebrated, if still highly controversial, cultural icons, and a powerful and protean symbol of the first modern secular Jew. Ranging from Amsterdam to Palestine and back again to Europe, the book chronicles Spinoza's posthumous odyssey from marginalized heretic to hero, the exemplar of a whole host of Jewish identities, including cosmopolitan, nationalist, reformist, and rejectionist. Daniel Schwartz shows that in fashioning Spinoza into "the first modern Jew," generations of Jewish intellectuals -German liberals, East European maskilim, secular Zionists, and Yiddishists- have projected their own dilemmas of identity onto him, reshaping the Amsterdam thinker in their own image. The many afterlives of Spinoza are a kind of looking glass into the struggles of Jewish writers over where to draw the boundaries of Jewishness and whether a secular Jewish identity is indeed possible. Cumulatively, these afterlives offer a kaleidoscopic view of modern Jewish culture and a vivid history of an obsession with Spinoza that continues to this day."--Jacket. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:When We Collide: Sex, Social Risk, and Jewish Ethics by Rebecca J. Epstein-LeviJoshua Stein (bio)When We Collide: Sex, Social Risk, and Jewish Ethics by Rebecca J. Epstein-Levi. Bloomington: Indiana University Press, 2023Sex is messy:Ethicists have an unfortunate habit of speaking of sex—or "good" sex, anyway—in lofty, aspirational terms: the physical and spiritual union of committed partners, the human sharing in divine creativity, the two becoming one, (...) and so on. This image of choreographed perfection is reproduced in popular culture. … But the actual practice of sex, by ordinary people, is not so lofty, so beautifully synchronous. Real sex, even "good" sex, is carnivalesque, even grotesque. Real sex involves fluids, farts, jiggling, grunting, adjustments of position, arms falling asleep, and accidental pinching or pulling of hair … and the making of a vast number of frankly ridiculous faces (83).Rebecca J. Epstein-Levi's When We Collide (2023) challenges us to think about sex as it is, rather than as we are conditioned to talk about it (or as we might sometimes like to imagine it). This is foundational to the book. There is a familiar tradition of sanitizing sex, reducing it to teleology, idealized bodies, heteronormativity, and venerated social institutions. In dispensing with this sanitized illusion, the book adopts a healthier and more honest relationship with sex; in order to have a productive discussion about the ethics of any human activity, that discussion should represent the human activity faithfully. Part of the reason that Epstein-Levi takes this approach is to distinguish Jewish ethics' discussion of sex, which regards sex, and therefore sexual ethics, "as an empirical, lived, and granular phenomenon" (3).Discussions in Jewish sexual ethics should treat sex as a lived social experience and be responsive to the messiness of that experience. Epstein-Levi argues that sanitizing sex through appeal to a nebulous notion of how historical [End Page 99] religious traditions must have been puritanical is ahistorical, chauvinistic, and inconsistent with scholarship on rabbinic texts.This is a striking and perhaps subversive view in our present context. Centrally, many associate "religious views" (especially in sexual ethics) with politically Conservative and purity-driven views characteristic of some Christian traditions. The term "Judeo-Christian" in American political discourse is often used evocatively of the heteronormative, sanitized, idealized posture toward sex that Levi explicitly rejects. Epstein-Levi's book recognizes that rabbinic scholarship underrepresents marginalized communities, including women, LGBTQ+ people, and disabled people. This is the major moral and practical focus of Epstein-Levi's analysis; historical traditions in which dominant moral views are shaped by a particular group often have glaring blind spots. When we recognize those blind spots, as members of that tradition, need to be updated simply to address sex as it exists, not as we idealize it.The book centers Jewish texts and methods of thought, but (in my view) readers who will benefit most from reading Epstein-Levi's book are non-Jewish readers thinking about sex. Epstein-Levi's book illustrates methodological differences in Jewish ethics from other approaches. The ethics of sex should change as our knowledge of sex changes; as we learn about sexual activity and about the social lives of people, we should apply that knowledge to our understanding. For Jewish thought, ethics is discursive, not fixed; our understanding of ethics requires constant consideration and discussion as our understanding of the world changes and improves.One central focus of the book is risk; our knowledge of sex changes as we understand and mediate against the risks involved in sexual activity and as we learn more about how risk works itself. Risk is tied up in all social activity, including sex. The ethics of sex requires discussion of risk but often does so in a way not congruous with the discussion of risk in other areas of social life. "Sex is dangerous. … Sexual intercourse opens us up to risks of infections, violence, and, if we are in possession of functional ovaries and a uterus, pregnancy" (98). All social activity is risky; we are all acutely aware given the prospects of exposure to strains of a novel coronavirus and the way we have changed our... (shrink)

In thinking about which works of Jewish thought can and should be an essential part of every Jewish library, I conceived of the volume you hold in your hand. Each chapter in this book features a scholar of Jewish studies revisiting a particularly foundational and salient work of maḥshevet Yisrael (Jewish thought), from medieval to modern, and discussing its themes, its historical context, the circumstances and background of its author (the "person of the book"), and, most (...) importantly, its contemporary relevance."--Preface, pages ix-x. (shrink)

On Jewish Learning collects essays, speeches, and letters that express Rosenzweig's desire to reconnect the profound truths of Judaism with the lives of ordinary people.

The German humanist Johann Reuchlin (1455-1522) defended the value of Jewish scholarship and literature when it was unwise and unpopular to do so. As G. Lloyd Jones points out, "A marked mistrust of the Jews had developed among Christian scholars during the later Middle Ages. It was claimed that the rabbis had purposely falsified the text of the Old Testament and given erroneous explanations of passages which were capable of a christological interpretation." Christian scholars most certainly did not (...) advocate learning the Hebrew language. Reuchlin was exceptional in pursuing and promoting Hebrew studies, believing that a working knowledge of that language was essential for a true appreciation of the Bible and rabbinic literature. Refusing to join Christian contemporaries who wished to destroy the Kabbalah and the Talmud, he spoke out against ignorance. Christians could have a useful dialogue with Jews if they gained a thorough knowledge of the writings of Jewish exegetes and philosophers. Toward that end he proposed university endowments that aroused the fury of opponents and led to the famous "battle of the books." Reuchlin's keen interest in Jewish mysticism resulted in the publication of De arte cabalistica in 1517. The first part of this dialogue reflects on messianism, the second part on the relation of the Pythagorean system to the Kabbalah, and tdhe third on the "practical Kabbalah." According to Jones, "Reuchlin demonstrates how Christians can make profitable use of Jewish mystical writings, and therefore shares with the reader his understanding of the art of the Kabbalah." That art will reach more readers in this modern English-language translation by Martin and Sarah Goodman.In addition to an introduction by G. Lloyd Jones, this edition of On the Art of the Kabbalah features a new introduction by Moshe Idel, a professor at the Hebrew University in Jerusalem and the author of many books, including Kabbalah: New Perspectives. (shrink)

Systematically reading Jewish exegesis in light of Homeric scholarship, this book argues that more than 2000 years ago Alexandrian Jews developed critical and literary methods of Bible interpretation which are still extremely relevant today. Maren R. Niehoff provides a detailed analysis of Alexandrian Bible interpretation, from the second century BCE through newly discovered fragments to the exegetical work done by Philo. Niehoff shows that Alexandrian Jews responded in a great variety of ways to the Homeric scholarship developed (...) at the Museum. Some Jewish scholars used the methods of their Greek colleagues to investigate whether their Scripture contained myths shared by other nations, while others insisted that significant differences existed between Judaism and other cultures. This book is vital for any student of ancient Judaism, early Christianity and Hellenistic culture. (shrink)

[1] Seder rishon. Yesode halikhot ha-Shulḥan ʻarukh ha-hamishi. Sefer rishon - ha-kolel: Petiḥah maḳifah le-khol shemonat sidre halikhot ha-Shulḥan ʻarukh ha-ḥamishi ... Ḥeleḳ 1. Torat ha-hanhagut derekh erets u-musar ... Ḥeleḳ 2. Meḳorot halikhot ha-Shulḥan ʻarukh ha-ḥamishi ... Ḥeleḳ 3. Ḥashivut limud halikhot ha-Shulḥan ʻarukh ha-ḥamishi ... Nispaḥim -- 2. Seder sheni. Halikhot adam le-ḥavero.

The collected volume Jewish Veganism and Vegetarianism: Studies and New Directions aspires to explore the growing phenomenon of Jews adopting a meat-free way of life from different perspectives and disciplines. Despite a number of standout contributions, it does little to advance scholarship in the field. The present review first discusses the various articles included in the volume and then reflects on the problematic editorial approach that hinders its enormous scholarly potential.

"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)

In the seventeenth century, the Jewish mystical tradition which is known as Kabbalah was integrated into the curriculum of studying the Hebrew Bible and the Talmud. Kabbalah became popular in these times in the wake of the dissemination of Isaac Luria’s teachings, in particular within the Jewish communities in Prague and Amsterdam, where members of the Horowitz family took a leading role. Kabbalistic psychology was applied to the whole Jewish lifestyle then, and to the understanding of (...) class='Hi'>Jewish tradition. Kabbalistic intentions of prayer intensified the expectation of redemption, and during the messianic movement initiated by Shabtai Zvi, the kabbalistic meaning of repentance was also adapted in prayer books composed for so-called Conversos, who had to familiarize themselves with Jewish tradition. The article exemplifies this process by a Spanish anthology of prayers, Libro entitulado ensenha à pecadores, and shows the historical impact of Kabbalah in the field of Jewish education. (shrink)

Hans Baron, Karl Popper, Leo Strauss and Erich Auerbach were among the many German-speaking Jewish intellectuals who fled continental Europe with the rise of Nazism in the 1930s. Their scholarship, though not normally considered together, is studied here to demonstrate how, despite their different disciplines and distinctive modes of working, they responded polemically in the guise of traditional scholarship to their shared trauma. For each, the political calamity of European fascism was a profound intellectual crisis, requiring an (...) intellectual response which Weinstein and Zakai now contextualize, ideologically and politically. They exemplify just how extensively, and sometimes how subtly, 1930s and 1940s scholarship was used not only to explain, but to fight the political evils that had infected modernity, victimizing so many. An original perspective on a popular area of research, this book draws upon a mass of secondary literature to provide an innovative and valuable contribution to twentieth-century intellectual history. (shrink)

Hans Baron, Karl Popper, Leo Strauss and Erich Auerbach were among the many German-speaking Jewish intellectuals who fled Continental Europe with the rise of Nazism in the 1930s. Their scholarship, though not normally considered together, is studied here to demonstrate how, despite their different disciplines and distinctive modes of working, they responded polemically in the guise of traditional scholarship to their shared trauma. For each, the political calamity of European fascism was a profound intellectual crisis, requiring an (...) intellectual response which Weinstein and Zakai now contextualize, ideologically and politically. They exemplify just how extensively, and sometimes how subtly, 1930s and 1940s scholarship was used not only to explain, but to fight the political evils that had infected modernity, victimizing so many. An original perspective on a popular area of research, this book draws upon a mass of secondary literature to provide an innovative and valuable contribution to twentieth-century intellectual history. (shrink)

This research explores the contextual approach within Christian-Jewish religious education, addressing a notable gap in existing literature and offering fresh insights into the application of the Contextual Teaching and Learning (CTL) model within Christian contexts. Through a qualitative literature study employing a three-step methodology, including an in-depth analysis of Deuteronomy 11:19–20, this study reveals that this biblical text provides both educational guidance and theological significance, serving as a foundational support for the CTL model in Christian-Jewish religious education. (...) The integration of digital media into biblical sources holds promise for future research, while the central challenge lies in harmonising life experiences and empirical phenomena with biblical reflections to seamlessly integrate inquiry processes and pedagogical phases, with potential avenues for further exploration in scripture models endorsing CTL. This research provides valuable insights for educators, parents and policymakers in Indonesia and beyond, advancing educational research in contextualised teaching models within religious education.Contribution: This article demonstrates that the CTL model in the digital era has the potential to revolutionise religious education and profoundly impact learners, making it a significant scientific contribution in the context of Christian-Jewish religious education. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 23 (2003) 189-193 [Access article in PDF] Buddhist Learning and Textual Practice in Eighteenth-Century Lankan Monastic Culture. By Anne M. Blackburn. Princeton, N.J.: Princeton University Press, 2001. x + 241 pp. Buddhist Learning is an important study of the emergence of the Siyam Nikaya (monastic order) in eighteenth-century Kandy, Sri Lanka's last Buddhist kingdom (which fell to the British only in 1815). Blackburn focuses on (...) educational institutions in her account, but frames it also to address larger issues in the study of Buddhist and non-Buddhist texts and history.An introductory chapter sets forth Blackburn's three central arguments (4): colonial and postcolonial scholarly constructions of Sri Lankan Buddhist "tradition" obscure the eighteenth-century phenomena that she reconstructs; the idea of "textual communities," developed in dialogue with contemporary scholarship on medieval European Christianity, provides a useful tool for analyzing those phenomena; [End Page 189] thus analyzed, the early Siyam Nikaya turns out to represent an innovative "reformulation" of Sri Lankan Buddhism, made possible by the establishment of the order itself, its systematization of monastic education, and the development of a bilingual commentarial genre for use within that system.Chapter 2 provides nonspecialists "at least a glimpse of the larger social context in which the emerging Siyam Nikaya participated" (23), with brief sketches of Sri Lankan Buddhist history, the structure and politics of the Kandyan court, the organization of monasticism prior to the rise of the Siyam Nikaya, and the presence of non-Buddhist religious leaders in Kandyan society. Chapter 3 begins with a discussion of Sri Lankan monastic education prior to 1730, then analyzes three stages in the emergence of distinctive Siyam Nikaya educational institutions (the early career of founder Valivita Saranamkara [1698-1778]; the late 1730s creation of a prototypical educational institution at Niyamakanda; and the 1753 importation of higher ordination [ upasampada ] from Thailand/formal establishment of the Siyam Nikaya, respectively), the history of royal patronage of these institutions, their new curriculum, its implementation and administration, its impact on monastic identity and lay-monastic relations, and the relationship of monastic erudition to prestige and patronage.Chapter 4 surveys Siyam Nikaya histories to argue that the order's rise was attended by "an innovative discourse on monasticism" that bolstered its authority by depicting its education-based interpretation of monastic virtue as "natural and desirable Buddhist practice" (105). Though these histories employed the rhetorical trope of decline and revival, their emphasis on Buddhist learning "signals a moment of profound change in Lankan Buddhism" (76-77), because they provided a charter for the new Nikaya while creating a perception that Siyam Nikaya monks practiced the best form of Buddhist monasticism. When imbibed by members of the royal court, this assured these monks steady patronage and prestige over their rivals, called ganinnanses, whom they directly and indirectly attacked. Chapter 5 zeroes in on Saranamkara and his Sararthadipani, a bilingual (Sinhala and Pali) commentary on the "four recitation sections" (catubhanavara) of protective (paritta) texts in Pali. This monumental work and the genre of bilingual commentaries (called sutra sannayas ) that it inspired, Blackburn maintains, were central to Saranamkara's claim to authority and created a distinctive monastic identity for Siyam Nikaya monks. Through close analysis of selected passages from Sararthadipani, Blackburn reveals the inner workings of bilingual commentary, particularly insofar as it allowed Saranamkara and his disciples to demonstrate their proper command of the classic Pali texts.In chapter 6 Blackburn argues that the sutra sannayas produced "a new Buddhist textual community" united in its reading and/or hearing of them. Exploring the ways in which Sararthadipani and the other sutra sannayas "constrained" readers to accept Saranamkara's vision of proper monasticism (such as direct instructions to readers and rhetorical structures), but recognizing that they also left open (in their use of simile, metaphor, and illustrative stories) the possibility of "less constrained" and "resistant" readings, Blackburn suggests that the genre extended the Siyam Nikaya's program beyond the small circle of Saranamkara's disciples to transform Sri Lankan monasticism [End Page 190] more generally. Moreover, she argues that given... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Jewish Thought and Scientific Discovery in Early Modern EuropeNoah J. EfronAlmost a quarter-century ago Benjamin Nelson published his famous plea for what he called a “differential” and “comparative historical sociology of ‘science’ in civilizational perspective.” 1 Like Max Weber, Robert Merton, and Joseph Needham, Nelson believed that the growth of western science could be better understood when compared to the ways “science” fared in other cultures with other (...) intellectual and institutional and economic sensibilities and structures. A particularly propitious case study for such a differential and comparative historical study of science, as Hillel Levine observed in his 1983 essay about Jewish reactions to heliocentrism, are the Jews of early modern Europe, who constituted “a society geographically and culturally contiguous with those who framed and advanced occidental ‘science.’” 2Since about the time of Nelson’s plea, David B. Ruderman has been writing the history of Jewish attitudes towards, and engagements with, science during the period in which modern western science was constituting itself. It is no exaggeration to say that he established this as a field of study, producing a steady stream of historical studies, initially of Italian Jews who read and wrote about nature and its study, but continually expanding his compass. 3 The field [End Page 719] Ruderman established and the studies he produced have been “repercussive” (to borrow his own adjective) in many directions—shedding light on Jewish-Christian relations, on early-modern Jewish intellectual history, on the deployments of Kabbalah and magic in early modern times, and so on. One of Ruderman’s achievements—perhaps not the most important in his view (for he considers himself a historian of Jewish thought and culture and not a historian of science) but of great importance nonetheless—has been to begin to lay the groundwork for a comparative history of Jewish and Christian attitudes towards and participation in the “new sciences.”Ruderman’s newest book is a big step towards Nelson’s desideratum, using Jewish attitudes as the comparative case. It is a collection of twelve linked essays (five of which have appeared elsewhere in one form or another) framed by a synthetic introduction and epilogue. The essays are individual or group portraits of Jews who evinced interest in natural philosophy or medicine, in a variety of settings and for a variety of reasons, between the sixteenth and eighteenth centuries. Ruderman describes his subject as “three distinct but interrelated groups among early modern Jews”: (1) “converso physicians and other university-trained intellectuals who fled Spain and Portugal in the seventeenth century and settled in Holland, Italy, Germany, England, and even eastern Europe, serving as doctors and purveyors of scientific learning throughout the Jewish communities of Europe, while yielding considerable political and economic power,” (2) “certain circles of Jewish scholars in central and eastern Europe [who] pursued scientific learning, especially astronomy, in more informal settings as a desirable supplement to rabbinic study,” and (3) “the hundreds of Jews who attended Italian medical schools, primarily the University of Padua, from the late sixteenth through the eighteenth centuries.” 4In fact Ruderman covers even more ground than this. As background, he includes a brief essay on the attitudes of tenth- to fifteenth-century Jews towards nature and its study, surely the best survey of the sort available. Of the thirty or so early modern Jews that he describes in the remainder of the book, about twenty fit in at least one of the three camps upon which he focuses. 5 Nine [End Page 720] emerged from different circumstances (though these too were often highly influenced by one or more of the focus populations). This fact does nothing to impugn Ruderman’s typology—the groups he described were, in fact, of particular importance, and his identification of them as the principle populations contemplating and promulgating natural philosophy among Jews is in itself an advance of some moment. But the fact that a third of the cases Ruderman described do not fit into his own typology is testimony both to the complexity of his subject, and to his agility in addressing it.By anthologizing a dozen depictions of different thinkers in different milieus, Ruderman affords what might be called a “hawk... (shrink)

Ramon Llull (1232-1316), born on Majorca, was one of the most remarkable lay intellectuals of the thirteenth century. He devoted much of his life to promoting missions among unbelievers, the reform of Western Christian society, and personal spiritual perfection. He wrote over 200 philosophical and theological works in Catalan, Latin, and Arabic. Many of these expound on his "Great Universal Art of Finding Truth," an idiosyncratic dialectical system that he thought capable of proving Catholic beliefs to non-believers. This study offers (...) the first full-length analysis of his theories about rhetoric and preaching, which were central to his evangelizing activities. It explains how Llull attempted to synthesize commonplace advice about courtly speech and techniques of popular sermons into a single program for secular and sacred eloquence that would necessarily promote love of God and neighbor. Llull's work is remarkable testimony to the diffusion of clerical culture among educated lay-people of his era, and to their enthusiasm for applying that knowledge in the pursuit of learning and piety. This book should find a place on the shelf of every scholar of medieval history, religion, and rhetoric. (shrink)

The present volume honors Rabbi Professor Nehemia Polen, one of those rare scholars whose religious teachings, spiritual writings, and academic scholarship have come together into a sustained project of interpretive imagination and engagement. Without compromising his intellectual integrity, his work brings forth the sacred from the mundane and expands the reach of Torah. He has shown us a path in which narrow scholarship is directly linked to a quest for ever-broadening depth and connectivity. The essays in this collection, (...) from his students, colleagues, and friends, are a testament to his enduring impact on the scholarly community. The contributions explore a range of historical periods and themes, centering upon the fields dear to Polen's heart, but a common thread unites them. Each essay is grounded in deeply engaged textual scholarship casting a glance upon the sources that is at once critical and beneficent. As a whole, they seek to give readers a richer sense of the fabric of Jewish interpretation and theology, from the history of Jewish mysticism, the promise and perils of exegesis, and the contemporary relevance of premodern and early modern texts. (shrink)

For half a century, Ernest Fortin's scholarship has charmed and educated theologians and philosophers with its intellectual search for the best way to live. Written by friends, colleagues, and students of Fortin, this book pays tribute to a remarkable thinker in a series of essays that bear eloquent testimony to Fortin's influence and his legacy. A formidable commentator on Catholic philosophical and political thought, Ernest Fortin inspired others with his restless inquiries beyond the boundaries of conventional scholarship. With (...) essays on subjects ranging across philosophy, political science, literature, and theology Gladly to Learn and Gladly to Teach reflects the astonishing depth and breadth of Fortin's contribution to contemporary thought. (shrink)

For half a century, Ernest Fortin's scholarship has charmed and educated theologians and philosophers with its intellectual search for the best way to live. Written by friends, colleagues, and students of Fortin, this book pays tribute to a remarkable thinker in a series of essays that bear eloquent testimony to Fortin's influence and his legacy. A formidable commentator on Catholic philosophical and political thought, Ernest Fortin inspired others with his restless inquiries beyond the boundaries of conventional scholarship. With (...) essays on subjects ranging across philosophy, political science, literature, and theology Gladly to Learn and Gladly to Teach reflects the astonishing depth and breadth of Fortin's contribution to contemporary thought. (shrink)

_Repair of the Soul_ examines transformation from the perspective of Jewish mysticism and psychoanalysis, addressing the question of how one achieves self-understanding that leads not only to insight but also to meaningful change. In this beautifully written and thought-provoking book, Karen Starr draws upon a contemporary relational approach to psychoanalysis to explore the spiritual dimension of psychic change within the context of the psychoanalytic relationship. Influenced by the work of Lewis Aron, Steven Mitchell and other relational theorists, and drawing (...) upon contemporary scholarship in the field of Jewish studies, Starr brings the ideas of the Kabbalah, the ancient Jewish mystical tradition, into dialogue with modern psychoanalytic thought. _Repair of the Soul_ provides a scholarly integration of several kabbalistic and psychoanalytic themes relating to transformation, including faith, surrender, authenticity, and mutuality, as well as a unique exploration of the relationship of the individual to the universal. Starr uses the Kabbalah’s metaphors as a vivid framework with which to illuminate the experience of transformation in psychoanalytic process, and to explore the evolving view of the psychoanalytic relationship as one in which both parties - the analyst as well as the patient - are transformed. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Enlightenment in the Colony: The Jewish Question and the Crisis of Postcolonial CultureSpencer Hawkins (bio)Mufti, Aamir. Enlightenment in the Colony: The Jewish Question and the Crisis of Postcolonial Culture. Princeton UP, NJ: Princeton, 2007. xv + 325 pp.Mufti’s comparison of the Jewish question and the Indian Partition invites readers to join building projects that delineate and then endanger minorities within nations. Literature about minorities speaks (...) a language deliberately distant from the national one. Minority status has little to do with population numbers for Aamir Mufti; instead it signifies [End Page 61] tential victimization through disproportional rights, since “minority is always potentially exile” (Mufti 13). This definition of minority suits his two examples—Jews in Germany and Muslims in India—since in the twentieth century both fledgling nations adopted forms of nationalism that regarded the lives of these minorities as contaminants to the purity of the emergent national body. The prologue catalogues the brutality in India that prompted Mufti to write this book. Among the horrors listed were the destruction of Babri Mosque at Ayodhya in 1992 and the videotaped gang rapes of Muslim women that became a widespread form of entertainment in India. While Mufti reads violence toward minorities as correlative with the rise of nationstates, he considers similarities and differences between nation building in the West and in the subcontinent. In both cases, the new establishment of political equality for citizens came along with the desire to pare down the number of officially recognized citizens. Muslim and Jewish minorities migrated to “minority” nations in the collapsing British Empire, in present-day Pakistan and Israel, respectively, during the respective formations of India and Germany. By founding nations on formerly British-occupied territory, minorities potentially would enjoy the role of nationalist majorities. This solution strikes Mufti as spreading the nationalist contagion onto the minority.The whole book lets literature mark broad cultural attitudes and phenomena. The first chapter observes incipient Jewish nationalism in a work by a British author, Daniel Deronda by George Eliot, who spent time in Germany and grew fascinated with the Jewish question while abroad. Her Britishness reinforces a pattern in Mufti’s schema: British powers facilitate the rise of nationalism among minorities in India and in Germany. Daniel Deronda comes at the tail end of a long discourse on Jews’ relation to Europe. The first of Mufti’s cases within canonical literature is the hope for tolerance and a dialogue of cultures, which G. E. Lessing allegorizes through a drama about Saladin, the Muslim sultan of Egypt and Syria, who learns to trust the eponymous Jewish merchant in Nathan the Wise. “Muslim” stands in for “Christian” since Nathan’s alienation is allegorical for the alienation of Jews in Lutheran Germany. Heinrich Heine weighs in on the advantages to assimilation in this period with his fragmentary novel The Rabbi from Bacherach, where religiously raised Jewish children feel comforted when they hear the Tale of the Nibelungen from Father Rhein, the personification of a river that figures generally for German national myth and, in Heine’s story, as a possible source of comfort for partially assimilated minorities. If we read literature as a barometer of cultural pressures, then the appeal of assimilation for European Jews declines in the late colonial nineteenth century when George Eliot inscribed religion into the “secular” discourse of national citizenship.Since the Israeli state is outside of the range of his argument, we leave the Jewish Question with George Eliot’s philo-Semitism in Daniel Deronda, where the only hope for European Jews is to become a nation and to occupy the Palestinian territory. Mufti compares the concerns of early Zionism and Pakistani nationalism side by side in chapter 2. Pakistani issues dominate chapters 3 to 5. In chapter 2, he launches the comparison with the parallel between Hebrew’s development as a national language to identify [End Page 62] Jews secularly and culturally, not just religiously, and Urdu’s transition from a vernacular language to a national language with the secular goal of creating a Pakistani culture freed from Hindi’s erstwhile predominance. When he depicts language choice as mimetic of specific cultural trends, Mufti indicates the shape of... (shrink)

Resilience thinking challenges us to reconsider the meaning of sustainability in a world that must constantly adapt in the face of gradual and at times catastrophic change. This volume further asks environmental education and resource management scholars to consider the relationship of environmental learning and behaviours to attributes of resilient social-ecological systems - attributes such as ecosystem services, innovative governance structures, biological and cultural diversity, and social capital. Similar to current approaches to environmental education and education for sustainable development, (...) resilience scholarship integrates social and ecological perspectives. The authors of _Resilience in social-ecological systems: the role of learning and education_ present a wealth of perspectives, integrating theory with reviews of empirical studies in natural resource management, and in youth, adult, and higher education. The authors explore the role of education and learning in helping social-ecological systems as they respond to change, through adaptation and transformation. This book also serves to integrate a growing literature on resilience and social learning in natural resources management, with research in environmental education and education for sustainable development. This book was originally published as a special issue of _Environmental Education Research_. (shrink)

For half a century, Ernest Fortin's scholarship has charmed and educated theologians and philosophers with its intellectual search for the best way to live. Written by friends, colleagues, and students of Fortin, this book pays tribute to a remarkable thinker in a series of essays that bear eloquent testimony to Fortin's influence and his legacy. A formidable commentator on Catholic philosophical and political thought, Ernest Fortin inspired others with his restless inquiries beyond the boundaries of conventional scholarship. With (...) essays on subjects ranging across philosophy, political science, literature, and theology Gladly to Learn and Gladly to Teach reflects the astonishing depth and breadth of Fortin's contribution to contemporary thought. (shrink)

Regnant public accounts of Jewish sexual ethics—both external and internal—fall short of what they could accomplish. Using a Twitter thread on sexual ethics which falls into some key errors as a case study, I argue that Jewish ethicists are poised to address the thread's errors by offering sources for alternative moral frameworks. I examine how thinking with this Twitter thread can help us clarify what we mean by public scholarship more generally, what is wrong with some common (...) public deployments of specifically Jewish sources, and some implications of this for both Jewish and non‐Jewish publics. I conclude with some reflections about the role of traditional academic venues, such as the Journal of Religious Ethics, within this. (shrink)

This work provides an anthology of close textual readings and examinations of a wide range of topics by leading scholars in interreligious scholarship and Hindu-Jewish dialogue, offering innovative approaches to categories such as ritual, sacrifice, ethics, and theology while underscoring affinities between Hindu and Jewish philosophy and religion.

ijCs tAj A Program for Jewish Scholarship After the Holocaust, Jewish scholarship should be devoted to that which advances Judaism. ...

The ArgumentIn this paper I try to analyze the fate of a new medical model that was developed in the thirteenth and fourteenth centuries in European Latin society, particularly in the southern parts of Latin Europe. This model won the approval of the communities in which it was developed as part of an incipient network of medical care and attention. The new healer (Christian and male )that emerged from this model, whether physician or surgeon, based his practice on his knowledge (...) of Aristotelian natural philosophy. He was an intellectual and a social product fashioned and supported by traditional and new urban leader groups, whether civil or ecclesiastic, Christian or Jewish. Health and healers were considered part of the urban social organization both in large cities and in smaller towns.Full social acceptance of this new model was achieved only after heated debate. In practice, the new way of conceiving of medicine did not begin to become socially accepted outside intellectual circles until the new healer was able to offer specific solutions for the maintenance or restoration of health, both at an individual and at a collective level, and according to the criteria and feelings of the leader groups of the society of that time.Progress in research allows us to identify nene factors, at least, that were involed in the construction of these novelties in late medieval Latin society. (shrink)

Should we as religious ethicists seek to understand what traditions other than our own or our own area of scholarship have to say about particular ethical issues as knowledge parallel to our own, or can we allow what we learn to make a difference in our own ethical positions? Writing from the perspective of Christian ethics, the author argues that we can indeed allow what we learn to inform Christian ethical evaluations and to shape ethical conclusions, with neighbor love (...) and concern for the common good as grounds for doing this. Using forms of commitments to political nonviolence as a test case, the author first reviews major positions on war and peace ethics within Christianity, Judaism, and Islam, and then explores how Jewish and Muslim ethical assessments can inform a choice between Christian absolute pacifism and practical pacifism. (shrink)

The nature of the university is autonomous research and teaching within the framework of Bildung . Without Bildung, our open society, which expects and lauds innovation and mobility, will become paralysed by its own expectations, since it will be choked by reign of technological specialists unable to offer society any universal orientation.In this worst case scenario, the market becomes the measure of all things, and education is only valued insofar as it plays to market demands and knowledge is fragmented. But (...) our knowledge society needs strong education, especially strong universities, able to offer orientational Bildung.In turn, universities need the autonomy to plan their own organisation, as well as to systematise science. Reflecting the globalised economic and research practices, the university too must step beyond its own disciplinary boundaries, and see the future of research and learning in problem-driven transdisciplinarity.Failing this, the university will be replaced by the paradigm of the school, and the particularism that entails. But achieving this transdisciplinarity, universities will be able to foster the notion of science as a form of life, which in turn reveals itself to be the moral form of science and academic education. The credibility of the university depends on this achievement. (shrink)

Academics have the impression that human nature is good advocate Confucianism, Christianity should make the evil human nature. So when Matteo Ricci and other missionaries to China, agree that people are basically good in the Chinese writings of contemporary scholars do not think that Ricci would have just done for the purpose of mission compromise and will be attached. This article do not support this view. Through on Aquinas' Summa Theologica, "read the relevant chapter and" Mencius "rigorous analysis, I believe (...) that Ricci received" basically good "proposition has its theology support, and closer to Mencius, human nature is good on. However, the era of Matteo Ricci in China is also the era of the popular theory of Wang Yangming. In this article, by a large number of text analysis, pointed out that Wang's human nature is good and Mencius on human nature is good vary widely. Thus, while certainly human nature is good Matteo Ricci, the other critics' re the first, "said, has its theoretical basis. In fact, this return to Mencius Ricci, resist the neo-Confucian practice, is the common position of the Qing Dynasty Han scholars. In this paper, Dai Zhen and Chen Li as an example to illustrate how they both certainly Mencius on human nature is good, but criticized the excessive expansion of human nature is good Song learning theory. Therefore, the Ricci's human nature is good, unexpectedly affected the development of Confucianism in the Qing Dynasty. A large number of contemporary Chinese somehow got the impression that whereas the key tenet of Confucianism is the Thesis of the Innate Goodness of Human Nature, the key tenet of Christianity is the opposite, viz., The Thesis of the Innate Evilness of Human Nature. When Matteo Ricci and his fellow Jesuit missionaries came to China and learnt Chinese culture, Ricci endorses the Thesis of the Innate Goodness of Human Nature in his Chinese book The True Meaning of The Lord of Heaven. Some contemporary Chinese scholars find this endorsement unreasonable and argue that Ricci's endorsement strains the interpretation of Christian doctrine for the appeasement of Confucian literati. This article argues that such contemporary Chinese assessments are based on a misunderstanding of Christian thought. A meticulous reading of relevant sections of Summa Theologiae by Thomas Aquinas shows that there is no conflict between Catholic theological anthropology and the theory of human nature according to Menzi. However, Ricci and his company came to China when the thought of Wang Yangming, one major school of neo-Confucianism, was very influential. Ostensibly Wang also endorses the Innate Goodness of Human Nature, but a careful reading of his works indicates that there is a tremendous difference his thesis and that of Menzi. The latter advocates only that there is a "sprout of goodness" in human nature whereas the former advocates the fill presence of supreme goodness in human nature. Accordingly, it is legitimate for Ricci to endorse the Thesis of the Innate Goodness of Human Nature in the sense of Menzi and simultaneously reject the Thesis of Uncovering the Supreme Goodness in Human Nature of the neo-Confucians. In fact, Ricci's stance of aligning with Menzi in opposition to Song-Ming neo-Confucianism is a common stance of most Qing Confucian scholars. For example, among his fierce criticisms, one of Dai Zhen's critiques is against the neo-Confucian Thesis of Uncovering the Supreme Goodness in Human Nature. He argues that Mengzi's view of "developing the good inclinations" is conducive to the cultivation of virtues whereas neo-Confucians' view of "uncovering our original supreme goodness," misled by Buddhism and Daoism, is not. Very recent historical scholarship in mainland China articulates a view that Dai Zhen has carefully read Ricci's book The True Meaning of The Lord of Heaven and borrows views from it. In fact, according to these historians, Dai Zhen and a closed circle of court scholars who are in charge of compiling the Siku quanshu have read all the works of the Jesuit missionaries and admire their scholarship. Hence the first encounter between Christian civilization and Confucian civilization helped develop the Han School of Learning in opposition to the Song School of Learning in the early Qing Dynasty. (shrink)

Jewish Agrarian Movements (JAM hereafter) in North America express the many different shapes and iterations of Jewish farming on the continent, grounded in historical perspectives that influence current practices and activities. From within this diversity, common threads emerge with much to contribute to agrarian social movements and scholarship. Jewish values of returning (_t_’_shuvah_), releasing (_shmitah_), and repairing (_tikkun_), along with theories of _doikayt_ (an anti-zionist movement around “hereness”) and radical diasporism, animate JAM’s critical engagement with agri-food (...) systems. As researchers who have both studied and participated in Jewish agrarianism in a variety of U.S. and Canadian contexts, we solidify a series of themes and tensions that emerge from JAM: diaspora and indigeneity, modernity and tradition, Jewish agroecological knowledge production, and lived religion. We argue that, while JAM has not yet been examined thoroughly within critical food scholarship, it has the potential to contribute to broader debates and frameworks within sub-fields such as radical food geographies, critical agrarianism, and decoloniality. Without consideration of JAM as a part the study of food and agriculture, there are risks of marginalization of farmers, activists and researchers of Jewish identity. (shrink)