Courses
The following are courses that have been offered in recent years during the Year Course academic program. Courses for present and future years are subject to change and may vary from those listed here.
Click here for a copy of the Year Course Academic Guideline
SIYURIM (EXCURSION) COURSES
Year Course strives to identify courses that can only be taught inIsrael. The following three courses are Siyurim courses, integrating classroom and environment. Most of the hours in the classes are spent “in the field,” which on Year Course, is unlike any “field” in the world.
Jerusalem in Jewish Historical Experience (HIS 171)
The city ofJerusalemis a unique microcosm of the major periods, themes and struggles of Jewish history. No other city captures the scope of the Jewish past in the same way asJerusalemand no other place reflects the growth and interaction of Judaism, Christianity and Islam as doesJerusalem. This course uses the historical and religious sites ofJerusalemin order to introduce the students to the development of the Jewish people, their connection to the city and to thelandofIsrael, and the tensions in Jewish life between exile and return, isolation and acculturation.
Jewish Christian Encounters: Comparative Religions (HIS 111)
Jerusalemis a holy city to many of the world’s religions. Walking through the streets ofJerusalem, one sees every possible church, mosque and synagogue. What do these religions have in common, and what distinguishes them? This class explores these questions, ultimately helping the learner to ask “what does religion and spirituality mean to me?”
History of Zionism and Israel (HIS 170)
This course is designed to provide understanding of the ideological and historical foundations of Israeli society. It begins with an analysis of the Jew in the modern world, the development of Zionist thought and the history ofIsrael.
This course combines in-class learning with weekly excursions to witness first-hand the historical development and the current realities of the State of Israel.
Hebrew Ulpan (HEB 100-330)
9 credits
Every student is required to participate fully in the Hebrew language and literature courses at his or her own level. These courses are designed specially for Year Course students. Beginning students in an ulpan generally achieve basic comprehension and conversational skills within a period of 2-3 months. The ulpan method emphasizes the basic syntactical structures of the Hebrew language, while new vocabulary is gradually introduced in conjunction with its grammatical use. Daily homework assignments, periodic quizzes and a final examination are required. Initial placement is by a standardized placement examination. Hebrew language classes are divided into multiple levels. Class size does not exceed 20 students. A brief description of the levels is as follows:
Beginning Hebrew (Level 100)
At this level, emphasis is placed on basic verbal skills and on mastering grammatical structure.Readingskills are developed through the introduction of basic texts.
Intermediate Hebrew (Level 200)
This level is designed to improve conversational, reading and writing skills. Practical reading and oral comprehension skills are improved through use of various media such as newspapers and films.
Advanced Hebrew (Level 300)
At this level, emphasis is placed on progressing from simplified and basic materials to reading and oral comprehension of scientific materials and/or literature. The course is designed to bring students to the level of oral and reading comprehension required for university study inIsrael.
Jewish Art (ART 103)
Despite the biblical prohibition (or perhaps because of it) Jews have always produced visual art. Some of the art was completely practical in nature – ritual objects, synagogue decoration and the like; while others created art for art’s sake, reflecting on their unique Jewish culture and experience. Jews have found their way into many of the styles and trends in visual art, in some cases leading the way for innovation and reconsideration of art itself n the lives of artists and their public.
This course is a survey of the major trends in Jewish art, from biblical references through the modern period. It asks questions such as: What is the Jewish attitude toward visual art? Is there a unique form of Jewish art? Who are the leading Jewish artists? How has the modern experience, especially the establishment of the State of Israel, affected Jewish art production?
Power of Persuasion (HIS 130)
Hasbara is the Hebrew word often used to officially describe or explain the government ofIsrael’s policies abroad. This course inIsraeland rhetoric analyzes the history and subtleties of Israeli’s diplomacy by exploring Israeli argumentation in the Arab-Israeli conflict. Often lamented by viewers of the BBC, CNN, or other media outlets,Israel’s hasbara has undergone a maturation of sorts and politicians and government ministers are looking to increase the level of knowledge of students and understanding the arguments regarding the Arab Israeli Conflict. Through reviewing the history of modern Zionism and studying current trends inMiddle East, students gain a greater insight to the complex and challenging war of words.
In this course, students learn the techniques of debating and analyzing the nuances of anti-Israelarguments to properly fight stereotypes and prejudices. Using current events and up to the date arguments from US and UK college campuses, students use their own knowledge and skills to debate and respond to internet talk-back sites, role play TV interviews with anti- Israel persons, and meet with professional representatives of the Ministry of Foreign Affairs and Israeli army.
GodTalk : Jewish Theology and Folk Music (JST 104X)
Questions about the nature of God and about God’s relationship with human beings are an essential aspect of human existence. Individuals often develop implicit theologies – unexamined beliefs about the nature of God, humanity, and their interaction. In becoming informed adults, young Jewish adults must grapple with theological questions and develop a better understanding of their own evolving personal theology. By examining both historical and contemporary approaches to theological issues, students have the opportunity to deepen and broaden their understanding of their personal theologies.
This course examines the following themes:
- Immanence and Transcendence: Where is God?
- Free Will and God’sProvidence: How Far Does God’s “Hand” Reach?
- Pain and Suffering in a World Created by God: Do Bad Things Happen to Good People?
- Love and Fear: Two Different Paths to God?
Through analysis, comparison, and personal reflection, the students gain a broader understanding of Jewish thought as it relates to these selected themes and how it has developed over the centuries. They also have an opportunity, in light of these Jewish sources, to reflect on how contemporary poets and songwriters express in creative and symbolic ways their own experience of God in relation to humans. Through study, discussion, research, reflection, and journaling, students are asked to develop nascent personal theologies.
A Taste of Arabic (BSC 100)
This class opens a window to the second official language inIsrael– Arabic.
In this unique course we will become familiar with the conversational Arabic dialect that is specific to our region, as well as the Modern Standard Arabic, used in literature, media, politics, and which serves as the lingua franca of the Arab world. Students will learn the Arabic alphabet, acquire a useful vocabulary and will be introduced to reading newspapers in Arabic. During the course of the semester, students will listen to Arabic music, watch films, hear lectures and visit unique places in Jerusalem and outside of the city, all possessing ‘a taste of Arabic’.
Basic Concepts of Judaism: Journeys (JST 103)
This course will introduce students to the rich world of Jewish wisdom, text, and traditions. Using a seminar approach with a weekly theme, students will forge their own relationship to Judaism, taking note of its historical and religious significance. The seminars are designed to give a foundational understanding of concepts and an opportunity to experience and search deeply below the surface. The goals of this course are to increase Jewish literacy and trigger a personal encounter with Judaism that informs one’s perspective on world events and ideas.
Jewish Film and Critiquing Holocaust Films (LCM 102)
These two courses are film courses. One is a survey of Jewish Films and the other focuses on Holocaust Films. In the Jewish Film course, students explore the development of Jewish film from both an historic and a sociological perspective. The students will have the opportunity to examine the moral, national and social issues the chosen films address. They will attempt to answer the question of what qualifies a film as “Jewish” and seek to identify Jewish values found in films that are not inherently Jewish.
In the Holocaust Films course, students will explore 75 years of narrative movies specifically made about the Holocaust, as opposed to documentaries or World War II-period movies that tangentially deal with the Holocaust. Students will learn
Genesis Parables (JST 160)
The book of Genesis describes the creation of the world and first archetypal relationships of humanity. The biblical narrative offers a rich source to explore universal themes, societal legends, and personal questions. This course is based upon an in-depth textual analysis of thematic passages, beginning with a simple reading of the text and progressing to larger, more complex comprehension of the subject. The goal of this course is for students to build upon their previous knowledge of the text through a greater familiarity with commentators, both traditional and modern. The course seeks to strengthen tools and interest for further self-study. Students will examine moral issues and biblical personalities as they impact on current religious thinking and Jewish identity.
Jewish Business Ethics (PHL 131)
If Shylock’s approach to business is an example of how not to be an ethical Jewish business person, how should a Jew conduct him/herself in business today? Is it possible to be successful in business whilst remaining within the laws of Jewish ethics? Do ancient Jewish texts have any relevance in business world of 2010?
Through analysis of original Jewish sources, along with other more modern media, this course aims to begin to tackle these questions and many more. The course will involve much discussion and debate in which students should come to each class ready to participate.
Jewish Medical Ethics (PHL 141)
This course aims to take contemporary ethical issues arising from technological and medical advances, and study them from an abstract philosophical approach. The aim is not to give any practical ‘rulings’ on these matters, but rather to stimulate and encourage philosophical thought about these issues through the eyes of traditional Jewish sources and contemporary texts. We will look at issues such as reproductive technologies, abortion, organ donation and receipt, genetic screening, euthanasia and other issues.
Israeli Dance (REC 030)
Objective: Learning about Israeli and Middle Eastern cultures through the study of traditional dances. We will be using traditional Israeli, Middle Eastern, and North African music and steps in circle (ma’agalim) and couples (zu’got) dances to weigh and compare the differences between older dances and newer dances that have been influenced by changes of music and time.
Torah Yoga (REC 045)
Torah is the wisdom and the way that has guided the Jewish people for thousands of years.
Yoga is the ancient practice of using breath and movement to enlighten body, mind, heart, and soul.
Torah Yoga ® offers an experience of Jewish Wisdom through Iyengar yoga instruction together with the study of traditional and mystical Jewish texts. With the Torah Yoga ® class, you can learn and grow holistically. By studying with your whole self, you acquire wisdom that can inspire and guide your whole life.
This class meets weekly inJerusalem.
Service Learning: Contextualizing and Finding Meaning in Volunteering (SOC 110)
Service Learning is defined as an academic endeavor that incorporates hands-on experience in support of learning about social issues. Students learn the history, background and current theories of a social issue and work directly with affected populations while addressing these issues. They share their experiences with each other and use their teacher / instructor as a resource. The students broaden their perspectives on the world, gain confidence to become effective change agents and increase their commitment to the community in which they volunteer.
This purpose of this course is two-fold: To learn about the Jewish nature of volunteering and community service, as well as to access community needs, discuss them, analyze them and act on those needs. Students are required to work closely with a volunteer site and give approximately 20 hours of their time per week to volunteering at the site. The hours spent with those taking the course are intended to be a forum in which analysis of the volunteer experience is given time and energy. Issues surrounding volunteering are addressed through discussion and group exercises in hopes of linking participation with theory.
Israeli Society: Via the Lens of Israeli Film (SOC 178)
The Israeli Society Seminar presents through modern Israeli film the critical issues on the contemporary Israeli agenda such as the political system, women inIsrael, minorities, the army, etc. and attempts to give students the tools to analyze and comprehend them. There is no better place in the world to learn and experience Israeli society than in the country itself that is a never-ending source of headlines, controversy and passionate debate. This course attempts to address those elements through the use of the rich and diverse Israeli cinema.
Israeli Society via the Arts (SOC 178; formerly Zionism in the Arts-ART 102)
One of major contributions of the Zionist movement is the development of “Hebrew Culture” – artistic expressions of a people returning to their land and language, while simultaneously forging a new society. Hebrew Culture attempts to blend the ancient with modern, the secular with religious; using both native and Diaspora influences. This course will explore the development of Hebrew (Israeli) music/poetry, visual arts, film/television, dance and theatre from the 1870’s to the present through lectures, visits, screenings and performance. The student will be exposed to a variety of artistic expressions and delve into the historical events that surrounded them.
Lost Jewish Communities (HIS 161)
This course explores the intriguing question of how to explain the physical, cultural and spiritual survival of a variety of small communities who lived many centuries in isolation. Several different groups are introduced – remnants of Israel such as the Karaites, Samaritans, Beta Israel from Ethiopia, Bene Israel from India, the “Lost Marranos” from Portugal, Amazonian Jews and even groups claiming to be descendents from the Ten Lost Tribes of Israel.
Kuma Journey to Poland: The Dr. Marcia Robbins- Wilf Hadassah/Young Judaea Holocaust Studies Program (HIS 179)
The Kuma Journey toPolandis an introduction to the historical development of the Holocaust with a focus on the Jewish experience inPolandduring World War II. Course study includes an in-depth look at the development of Polish Jewry during the 1,000 years of Jewish residency inPolandas well as its ultimate destruction. This course is open to students participating in the Kuma Journey toPoland. More information about Kuma.
Year Course Olami (HIS 181)
(Only available to Olami participants) Course Syllabus
The Year Course Olami tracks aim to expose Year Course participants to Jews who are distinct in their place in the Jewish and Zionist world. Visiting the communities in the various tracks of Olami enables the students to learn about Jews of other lands and their relationships to their host countries, to their local communities and toIsrael. The goal is that the students will develop a profound appreciation for Jews in other countries through learning about their histories, their cultures and their goals and aspirations. In addition, the question ofIsrael’s place in the mindset of these Jewish communities is constantly asked and discussed.
Olami is an accredited course. Students are expected to be active participants in the course. In order to receive credit for the course, students are required to give a presentation on one of the trips within their selected Olami track, write an analysis/ paper about some element of the Olami experience and keep an ongoing journal that relates to the information provided about the various places visited, as well as thoughts and feelings about the experiences enjoyed. For more information about Olami click here.
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