The Hebrew University of Jerusalem
The Rothberg International School
Division of Undergraduate Studies
Autumn Semester 2021-22
48525- Hasidism: From Mystic Fraternity
to Reactionary Movement
Dr. Eliezer Shore
Office Hours: By appointment
Telephone: 050-876-3450
Email: eliezershore@gmail.com
Course Description:
The course will examine the teachings, traditions and history of the Hasidic movement, called by Prof. Gershom Scholem: “The last great mystical movement in Judaism,” from its revolutionary beginnings to its current, reactionary position. The movement will be examined for its original philosophical and theological teachings, and how changing assumptions affected its history and development over the last three centuries. The movement’s history can be divided into approximately four historical and ideological periods: the 18th century and the movement’s beginnings, its pioneering figures, its mystical-messianic vision, and the social controversy which surrounded it. The 19th century with the consolidation of the Hasidic movement into mainstream Judaism, the founding of Hasidic dynasties and their internecine battles, Hasidism’s relationship to modernity and the Jewish Haskala (Enlightenment), and the nascent Zionistic movement. The 20th century sees the budding of a contemporary Hasidism, in dialogue with the world, only to be cut short by the Holocaust and replaced by extreme reactionism. And the 21st century, with the current challenges facing the movement, both in Israel and America. Attention will also be given to “neo-Hasidic” groups, such as the Jewish Renewal movement, Carlebach minyanim, Breslov and Chabad.
Students will approach Hasidism through its primary texts (in the original Hebrew with English translation), culture, customs and literature, in addition to more contemporary media forms such as magazines, movies for and about Hasidism, web logs, etc. Several films and television shows about Hasidim will be assigned for viewing during the semester. These can be watched on Youtube, or iTunes.
First-hand meetings with Hasidic Rebbes and members of the community will also be arranged.
Students should also download the following apps (as well as bookmark them on their computers): Nearpod; Socrative.
Grading System:
1. Class participation is an integral part of this course. This includes both active class participation, and workbook preparation. (15%)
2. Short quiz on topics of basic Judaism (10%)
2. Two or three opinion papers on various topics under discussion. (15%)
3. Midterm exam, covering course discussion and reading. (25%)
4. End of semester research paper or project – 10-15 pages. (35%).
The final assignment is a guided, independently researched work, on a topic of the student’s choice, related to the theme of the course. Students can choose a topic based upon personal interest, prior classroom discussions, or their college major or minor. Students are required to submit a brief proposal, and then meet with the professor to discuss their topics after midterm week. Total length should not be less than ten pages nor exceed fifteen pages typed double-spaced (not including bibliography). At least three scholarly sources should be used (books, article, academic papers), in addition to as many other internet sources (i.e. non-academic) that you choose. (Scholarly papers can be accessed via internet, however, their original publication must be cited in the bibliography, and not just “JSTOR,” etc.) Papers are due no later than one week after the final class.
Alternatively, students can submit a creative piece of research, such as a website, blog, prezi, emaze, or YouTube video, to be accompanied by a research paper of shorter length (5-6 pages), or 8-10 pages, if part of a joint project.
Even though this is a 2000 level class, without prerequisites, it is highly recommended that students have a basic knowledge of Judaism and Jewish concepts. A list of important topics will be handed out at the beginning of the semester, to be followed by a short quiz about them by the fourth class. Students can enrich their knowledge of topics using one of several reference works that will be on reserve, in the library (see end of syllabus, below).
Class Outline
18th Century
Class 1-2: Introduction: What is Hasidism?
Can Hasidism be defined as “popular mysticism.” What are the basic tenets that have allowed it to flourish for over two centuries? How does the Hasidic movement perceive itself and its contributions to the history of Judaism? What were the social circumstances in which it arose?
Class 3: Parables of the Hasidic Movement
Deepening our understanding of the Hasidic movement through stories and parables.
Reading
Class 4: A historical overview
Reading
Pillars of Hasidic Life (part 1): Prayer
Prayer and mystical experience lie at the heart of Hasidism, though the approach differs from all preceding generations. How were these taught and practiced? What were the meditative techniques? How do the Hasidic masters describe their mystical experiences?
Reading
Class 5: Opposition to the New Movement
From the outset of the Hasidic movement, it encountered major opposition from the traditional rabbinic establishment. What was the basis of this opposition, what effects did it have on the nascent movement and how long did it last?
Reading:
Writing Assignment:
Class 6: Pillars of Hasidic Life (part 2): The Tzaddik
Zaddikim – the Hasidic saint as the center of religious life: precedents and innovation.
Reading
http://www.chabad.org/library/article_cdo/aid/361885/jewish/The-Sefirot.htm
19th Century
Class 7: Formation of Dynasties: The spread and establishment of Hasidism throughout Europe
Reading
· Samuel Heilman, “Chap. 1: Succession in Contemporary Hasidism.” in Who Will Lead Us?: the Story of Five Hasidic Dynasties in America, Univ. of California Press 2019. (Available from Amazon, if you download the sample in the Kindle book). ERESERVE; Overseas Library 933.5(747.23) H466
Watch & Analyze
Class 8: Hasidism and the Jewish Enlightenment (Haskala).
Parallel to the growth of Hasidism, the Jewish Enlightenment Movement spread through much of Western and Eastern Europe. The clash of these approaches embodies the clash of world views – between the modern and the traditional, the religious and the secular, the mystical and the scientific. How did the maskilim view Hasidism, and how did the Hasidic masters respond?
Reading
Class 9: Women in Hasidism
What is the role of the Hasidic housewife? Did Hasidism advocate asceticism or sexuality? How was this position based upon earlier Kabbalistic approaches, and was the view of its opponents?
Reading
· Yafeh, Orit. “The Time in the Body: Cultural Construction of Femininity in Ultraorthodox Kindergartens for Girls.” Ethos 35.4 (2007): 516-53. E-JOURNAL
Optional Activity
Out of class meeting (for women) with Hasidic Rebbetzin, housewife or teacher. (TBA)
Class 10: Hasidism, Zionism and the Land of Israel.
The Hasidim were among the first pioneers to the Land of Israel in the mid-19th century. Were there messianic implications to this movement? How did they relate to the early Zionists? What was the mystical understanding of the Holy Land?
Reading
Analyze and critique the chapters from Rabkin’s book.
Class 11-12: Outerward Customs: Dress and Appearance
The outer appearance of Hasidim has remained distinct and unchanged for over a century. How did this develop and are there any spiritual connotations to their outer garb (with PowerPoint presentation.)
Reading
Midterm
20th Century
Class 13-14: Contemporary, popular Hasidic groups - Chabad & Breslov
Breslov and Chabad Hasidim are the among most popular and successful Hasidic movements. Some claim that they are the only true inheritors of the spirit of the Baal Shem Tov. An examination of their history and teachings
Reading
· Odenheimer, Micha. “Everybody Dance Now,” Guilt and Pleasure, Issue 3, Summer 2006, 24-33 http://www.guiltandpleasure.com/index.php?site=rebootgp&page=gp_article&id=99
21st Century
Class 15: Hasidim in Hollywood: Film viewed and discussed in class (to be announced)
Class 16: Neo-Chasidism
Reading:
Class 17-18: Current State of Hasidism
Contemporary Hasidic communities; living Masters and their teachings; the Hasidic drop-out problem; blogs and the internet, education, the army, and more…
Reading
Written Assignment:
Class 19: Family Relations (some private stuff...)
Reading
· Joseph Tobin, “Childhood sexuality after Freud: The Problem of Sex in early Childhood Education” in The Annual of Psychoanalysis Volume 23: Sigmund Freud and His Impact on the Modern World, (J. Winner and J. Anderson, (Eds.). Hillsdale, NJ: The Analytic Press. 2001, pps179-200). ERESERVE
Class 20: Guest speaker – TBA
Class 21: Hands on with Hasidic Food
The final class will be a class meal. Traditional hasidic food will be bought or cooked by students. We will share the meal at a large table downstairs in the Rothberg building. Each student has to research and prepare a short explanation about on part of the meal.
Reading:
The above is a general outline of the course. Classes are highly interactive, and not all topics may be fully covered, depending on student interest and how the course unfolds.
* * *
Reference works for quiz on basic Jewish knowledge:
Blech, Benjamin. The Complete Idiot's Guide to Understanding Judaism. Indianapolis, IN: Alpha, 2003. Print. Overseas Library 296.19 B646
Blech, Benjamin. Understanding Judaism: The Basics of Deed and Creed. Northvale, NJ: J. Aronson, 1991. Print. Education Library 296.12 B54; Overseas library ý296.02 B646
Falcon, Ted, and David Blatner. Judaism for Dummies. Hoboken, NJ: John Wiley & Sons, 2013. Print. Overseas library 296.19 F178
Robinson, George. Essential Judaism: A Complete Guide to Beliefs, Customs, and Rituals. New York: Pocket, 2000. Print. Overseas Library 296.02 R655
Steinberg, Milton. Basic Judaism. Northvale, NJ U.a.: Aronson, 1987. Print. Overseas Library 296.12 S820
Wouk, Herman. This Is My God: A Guidebook to Judaism. New York: Walker, 1991. Print. Overseas Library 296.02 W938
Wylen, Stephen M. Settings of Silver: An Introduction to Judaism. New York: Paulist, 1989. Print. Overseas Library 296.02 W983 (2000)
Judaism 101 : http://www.jewfaq.org/index.shtml
Robinson’s book, Essential Judaism, is particularly recommended. Overseas Library 296.02 R655
* * *