Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
WHAT IS THE NHC? and activities, please see our web page at which meet for 2 1/2 hours). proposal, please contact the NHC office.
http://www.havurah.org. At the NHC Summer Institute, every Workshops offered in recent years
The National Havurah Committee (NHC) Havurot are egalitarian, welcoming all learner is also a teacher, and every teacher include:
is a diverse network of individuals and Jews and accomodating differences in is also a student. Our artists-in-residence
havurah communities dedicated to Jewish backgrounds. Havurot can be independent and our teachers are themselves Institute • Torah Trope and Leyning
learning and renewal, community building, or organized within the framework of a participants. They present material they • Tallit and Kippah Making
and tikkun olam. synagogue. In a havurah, a group of love in an inclusive havurah style that • Song Swap: Zemirot (Shabbat songs)
The NHC creates a safe, egalitarian friends meets regularly to share Jewish encourages participation by all. Texts are and Niggunim (wordless tunes)
environment for participatory Jewish living experiences which may range from prayer available in translation; no knowledge of • Jewish Bioethics
and learning and at our week-long summer and study to social action and life-cycle rit- Hebrew is necessary unless specified. • Jewish Meditation
Institute and regional weekend retreats in uals in an informal, welcoming setting. Courses are filled on a first-come, first- • Sacred Dance
New England, Canada, and California. Members of havurot often attend the NHC served basis: the earlier you register, the • How to Give a D’var Torah
The NHC strengthens communities Summer Institute to share ideas that may more likely it is that you will be enrolled in • Solutions to Repair the World:
and the Jewish community at large by pro- invigorate their home communities. your first choice of courses. Tzedakah in Action
viding programming resources to individu- In mid-July you will be notified of the • Do the Prophets Still Speak?
als and havurot across North America. classes in which you are enrolled and,
These include maintaining a list of havurot COURSES where appropriate, you will receive reading
across the country, providing an online At the center of the Institute experience are lists prepared by your instructors.
forum for discussion of havurah issues courses of study that each participant
(mail-havurah), and publishing the selects from among the offerings described
Havurah! newsletter. WORKSHOPS
on pages 6-12. Each participant takes one
The NHC supports tikkun olam by morning and one afternoon class. Courses The Institute includes informal learning on
bringing like-minded people together to are small (generally no more than 20 par- basic Jewish skills, social concerns, and spe-
participate in activities that will renew ticipants in each) and intensive (meeting on cial interests within the havurah community.
Jewish values in our Jewish communities four consecutive days for 1 1/2-hour ses- Workshops are led by Institute participants
and in the larger culture. For more infor- sions, except for extended format courses, who wish to share skills and explore issues.
mation about the NHC and our projects To discuss your ideas about a workshop
CREATING COMMUNITY • Concert, performance or discussion • Creative, developmentally in attendance fees. See the section on page
(baby-sitting provided) appropriate Jewish learning for 14 or call the NHC office for more informa-
More than 300 adults and children attend • Snacks preschool children tion.
the NHC Summer Institute. Singles and • Late-night conversation, singing, Israeli • Community-building with fun
couples, children, teenagers, and seniors dancing, games... and Judaic content for children of ele-
join together to create an inclusive commu- mentary-school age SPECIAL PROGRAMS
nity to celebrate the multiplicity of Jewish • Short, meaningful prayer services each
experience. While many participants are MINYANIM morning Evening and Shabbat programs bring the
members of independent havurot in their (PRAYER SERVICES) community together for friendship, learn-
• field trips around campus
home communities, others are members of ing, prayer, music, dance and family fun.
• Creative Shabbat service developed and
synagogues or are unaffiliated. About one- Each weekday morning, optional minyan- The week starts with a community gather-
led by the young people
third of the participants each year are first- im are offered. On any given morning ing and ends with a closing circle. During
• The Great Outdoors — supervised recre-
time attendees, for whom mentors will be there is a choice of prayer styles; including the week, we have presentations by our
ation in a safe environment
available upon request. The NHC is com- traditional egalitarian (before breakfast), Poretsky Artists-in-Residence and their stu-
havurah-style, family, feminist, four- The Children’s Camp is designed for chil- dents, an annual auction to raise scholarship
mitted to creating a community that wel-
worlds, meditative, and chanting. A “learn- dren from six months to twelve years old funds, an evening of learning, concerts,
comes Jewish women and men of every
er’s minyan” enables those who are not yet who can participate in an all-day creative dancing, and many other special treats.
age, stage, and orientation. Whatever your
familiar with the structure of the morning program. We do our best to accommodate
Jewish education or denominational affilia-
service to learn and pray together. Some all children. Please contact the office if
tion, whether you are Sephardi or
services are led mostly in Hebrew; others your child receives special assistance in SHABBAT
Ashkenazi, whether you were born Jewish
use a mixture of Hebrew and English. school during the year, so we can help you
or became Jewish, you will be a valued The Institute week culminates with Shabbat.
Most have lots of singing. Prayer books plan for your child’s needs in the context
thread in the Institute tapestry. The intense experience in Jewish living, the
provide translation and some translitera- of the children’s community as a whole.
We are also committed to providing sense of community, the intellectual and
tion of the Hebrew. Free baby-sitting is available during
access to all NHC programs for those at spiritual excitement of the classes and work-
A study session during minyan time evening programs.
various levels of financial ability. Please see shops, and friendships made during the
the Scholarship/Work Study section of the may be available for those who would like
week come together as we welcome Shabbat
registration form for more information. to use this time for learning together.
TEEN PROGRAM with a Kabbalat Shabbat service and festive
Mincha (afternoon) and Ma’ariv
Friday evening meal. Singing, story-telling,
(evening) services are also scheduled daily.
Every year teenagers at the Institute build a and socializing round out the evening.
A DAY AT THE INSTITUTE teen community. Its purpose is to comple- Our Shabbat morning schedule includes
CHILDREN’S CAMP ment the adult activities and classes in which morning services in various styles, followed
Your typical weekday schedule may
the teens participate. The community pro- by lunch, more singing, and special presenta-
include:
The NHC children’s camp is guided by a vides a home base and an inclusive and spir- tions throughout the afternoon — or you
• Movement, yoga, silent meditation, or
staff of professional educators many of ited group of friends for all NHC teen par- can simply relax and just enjoy the lovely
traditional Minyan
whom have been returning for years. They ticipants, some of whom attend with their natural setting. Following Seudah Shlishit
• Breakfast
create Jewish experiences based on the families. The teen community strives to (the third Shabbat meal), we end Shabbat
• Alternative morning minyan (prayer ser-
havurah model — participatory, diverse, make the NHC experience even richer both with a joyful Havdalah ceremony.
vice) or study session
and age-appropriate. The program also spiritually and socially. Adult advisors,
• Joining the family segments of children’s
makes full use of the adult teaching faculty, themselves Institute attendees, are available
programming
Artists-in-Residence, and other members of to teenagers for checking-in and trouble-
• Morning class
the Institute community. It operates during shooting. If you have any questions call the
• Morning workshop
scheduled program times, offering children NHC office for assistance or to be connected
• Lunch
the opportunity to create their own havu- with a current NHC teen.
• Afternoon class
rah community at the Institute. Teens may work in the Children’s
• Afternoon workshop
Camp or the institute office for a reduction
• Free time • Jewish-oriented playtime for babies and
• Dinner toddlers
Franklin Pierce College is situated amid Mt. Monadnock and the White Mountains
forests, lakes and mountains in south- overlook a beautiful campus with numer-
ern New Hampshire. The modern cam- ous hiking trails and a lake, with canoe-
pus, just 90 minutes from Boston and ing, sailing, fishing and a swimming
4 hours from New York City, has two beach with lifeguard. Recreational facili-
small theaters, large meeting areas, ties include tennis, soccer, baseball, a
well-lit classrooms and dining rooms fitness center and an indoor sports
with terraces and views. dome. Housing options include apart-
ments and dormitory suites.
S P E C I A L W O R K S H O P S
A R T I S T S - I N - R E S I D E N C E
Barbara Smolen / M1
Barbara Smolen / M1 Lloyd Wolf / A2
IMAGES OF CREATION AND
IMAGES CREATION AND DESTRUCTION:
OF AYIN TOV, AYIN HARA - SEEING AND DESTRUCTION: A COMPANION TO THE
A COMPANION TO THE BELIEF: A P HOTOGRAPHY OF MEANING EXPERIENCE OF THE SHOFAR.
EXPERIENCE OF THE SHOFAR.
M O R N I N G C L A S S E S
means sacrificing a Jewish majority? Ronnie Levin / M15 Miriam and Bob Minkoff / M19 experiences which promote growth and
Readings will include short selections from insight. Her specialty is facilitating trans-
MEN, WOMEN, MARRIAGE AND SEX IN SOUL FOOD: THE TAKE HOME MENU formation through Torah, which she devel-
such writers as Martin Buber, Boaz Evron,
THE TALMUD oped in her graduate work focusing on
Aharon Megged, Yoram Hazony, Benny Through teaching and collaborative effort
Morris, Tom Segev, Moshe Zimmermann, This is an introduction to the Talmud, using the group will learn to lead Jewish spiritual ancient Hebrew Spiritual traditions.
Text for Everyone, Dance/Movement.
Amnon Rubinstein, and Shabtai Teveth. juicy texts. We will look at the various gen- dances and participate in the creation of
This class is designed to include everyone,
Methods of instruction will be group dis- res and forms of Rabbinic texts: Mishnah, new dances to celebrate the sacredness of
including post- Bar/Bat Mitzvah age young
cussions and hevruta. Gemarah, Halachah, Midrash, and even life. Participants will also learn and prac- people.
Harold Gorvine was honored in June 2001 some Braita (Rabbinic teachings). All texts tice story telling. Exploring the use of sto-
by the Alumni Association of Akiba will be in translation. ries for teaching Torah; recognizing the
Hebrew Academy (suburban Philadelphia) Ronnie Levin is a long-time member of the spiritual guidance in our lives and creating Alicia Ostriker / M23
for 35 years of being an outstanding Havurah community, with a graduate degree family continuity.
teacher of history and Jewish studies.This Participants will demonstrate their WAR AND PEACE IN BIBLICAL TEXTS
in Bible and tefillah. In real life, she does
is his fifth NHC Institute. risk assessment and cost-benefit analysis for new skills by leading dances and telling We will be reading (in English) Biblical texts
Text for Everyone; Contemporary Issues. the US Environmental Protection Agency. stories with the larger Institute community. containing powerful images of war and
Bob Minkoff, Ph.D., is a Professor of peace, including selected episodes from the
Psychology, a therapist in private practice, Book of Judges, Ruth, Esther, and the Song
Reza Green / M13 Larry Magarik / M17 and a teller of sacred Jewish and therapeu- of Songs, and discussing their meaning for
“IT DON’T MEAN A THING IF IT “AS IF YOU WERE THERE”: PASSOVER tic stories. Miriam Minkoff has lead and us today. What do these texts have to tell us
AIN’T GOT. . . . ”: UNLOCKING THE created sacred Jewish circle dances for the about society and social roles and relation-
HAGGADAH AS PARADIGM SHIFT past 25 years. Currently she directs the
MYSTERIES OF TAAMEI HAMIKRA ships in times of war and peace? What do
The Passover Seder is our most popular Community Schools Create program,
they tell us about concepts of God in
Taamei hamikra are much more than cantil- celebration, yet the traditional Haggadah is bringing multi-cultural rhythms and dance
to Buffalo’s inner city schools. wartime and peacetime? Each day we will
lation signs that indicate how to chant the a confusing maze. Through hevruta pairs, try to make connections between these sto-
Torah; they are interpretative aids that are group study, music and meditation, we will Ritual & Prayer; Music.
ries and our own lives, and each day will
part of the oral tradition. With some instruc- unearth historical changes embedded in the end with an experience of midrash writing.
tion, you can put in the taamim by yourself! text. We will explore the narrative of
In this course, we will use the pedagogical Mindy Novick / M21 Alicia Ostriker is a major American poet
Psalm 114 (B’tzeyt Yisrael) and sectarian
system developed by Mechel Perlman z”l, a SEEKING MIRIAM’S WELL and critic. She has published nine volumes
polemics among “The Four Children”. of poetry, most recently The Little Space:
biblical scholar from Kibbutz Yavneh, to Drawing on modern scholarship, we will Miriam’s Well was a source of water which Poems Selected and New, which was a
learn how to parse p’sukim (verses) on our uncover the original intent of the Magid sustained the Hebrews in their desert wan- National Book Award finalist in 1998. Her
own, and, in the process, achieve an under- (“Telling”) section of the Haggadah, and work has appeared in numerous antholo-
derings by moving wherever Miriam went.
standing of textual structure and develop a learn how the Passover story truly is gies of Jewish poetry. She is also the author
The well became revered as a powerful
powerful tool for Torah study. “When do we eat?” No knowledge of of The Nakedness of the Fathers: Biblical
source of wisdom sought by our ancestors
Reza Green has incorporated her early Hebrew is required — only a critical mind Visions and Revisions, a combination of
hoping to receive the blessing of the
study of taamei hamikra into subsequent and imagination. midrash and autobiography. Ostriker is a
prophetess Miriam. In this class we will Professor of English at Rutgers University,
decades of Torah reading and studying. At
Larry Magarik is a cantor at East Midwood expand selected Torah and Talmud texts, and has taught midrash writing in the USA
other times, she practices patent law.
Jewish Center, founder of Brooklyn Midrash, and stories about Miriam’s Well and abroad. She was an Artist in Residence
Intermediate text Experimental Tefilah, long-time member of using partner study, movement, and drama. at the 2000 NHC Summer Institute.
Prerequisites: Basic working knowledge of the Brooklyn Study Havurah, and has Through these interactive and creative Art and literature; Contemporary Issues,
biblical Hebrew/sentence structure (texts taught at the Institute and NHC retreats. He learning processes, we will invoke Miriam’s Text for Everyone.
will be translated as necessary). No cantil- is the author of articles on the Haggadah in
lation skills or experience required—no presence as a leader of sacred dance and
Kedem and Jewish Bible Quarterly. He is source of spiritual blessing.
music necessary!
also a labor and benefits attorney.
Mindy Ruth Novick, Ph.D., is an educator Arielle Parker / M25
and facilitator with twenty years experi- A LIFE OF WHOLENESS: E MBODIMENT
ence teaching children and adults in
IN JEWISH TRADITION
schools and spiritual communities. Her
teaching utilizes interactive and creative Jewish tradition embraces the embodied
processes to provide integrated learning
nature of human experience. Our inclina- Judean Desert; Beruriah, a teacher and ber of the Highland Park Minyan. He
tions, emotions, and senses are not only halakhic authority in Palestine; and Rufina, teaches mathematics at Rutgers University Karaite and Rabbinic texts on these issues
essential dimensions of life, but also are head of the synagogue in Smyrna. We will and directs a number of institutes for K-12 and consider the reasons why Rabbinic
intrinsic to our encounter with holiness bring these women to life by looking at a teachers. Judaism was able to overcome the chal-
and wonder. In this course, we will explore variety of sources, including papyri, inscrip- Kedushah/Holiness; Prayer/Ritual. lenge posed by the Karaites and see its
the miracles of our embodiment, as appre- tions, the writings of the first-century histori- understanding of Judaism prevail.
ciated in traditional liturgy and blessings. an Flavius Josephus, and rabbinic texts. The
Barry Walfish / M31 Barry Walfish is the Judaica Specialist at the
Delving into the sensory rituals of our peo- texts will be provided in English translation,
University of Toronto Library. He holds a
ple, we will seek to expand our awareness but will also be made available in the origi- DOING JEWISH THE KARAITE WAY
Ph.D. in Jewish Studies, has published
of their effect upon our consciousness. nal languages for those who are interested.
What would Judaism look like without the books and articles on Medieval Biblical
With what mindfulness were these customs Adele Reinhartz is professor of Biblical Talmud? For some thirteen centuries, the interpretation and on Karaism. He is
formulated, honored, and encouraged, and Studies in the Department of Religious Karaite sect of Judaism has been and still is presently completing a comprehensive bibli-
how might we bring this sensitivity in new Studies at McMaster University, Hamilton, living a Jewish life without recourse to the ography of the Karaites. He is also one of
living practices? Using a Buddhist compas- Ontario, and a long-time Institute teacher
Oral Law, which it rejects. How did this the editors of Siddur Chaveirim Kol Yisrael.
sion meditation, we will immerse in the and learner. She has published extensively
in the areas of feminist biblical criticism, sect come into being? How does it observe
Jewish attempt to attend and understand Intermediate Text. The course will involve text
biblical narrative, early Christianity, and the Sabbath and holidays? What are the
with our heart-mind. study. Texts will be available in English and
Bible and film. other major differences between it and
Arielle Parker is a rabbinical student at the Hebrew.
Rabbinic Judaism? We will compare
Ziegler School of the University of Judaism Text for Everyone
in Los Angeles. She is most fulfilled by A F T E R N O O N C L A S S E S
exploring the depth and the flowering poten- Joe Rosenstein / M29
tial of Jewish texts and tradition in diverse, “PRAYER: WHY, WHAT, . . . AND TO
passionate community. She has been teaching mythology contribute to the ongoing
WHOM?”
this way for the past nine years in various LLOYD WOLF / A2 Middle East conflict.
Reform and Reconstructionist, Conservative, Prayer is an important component of
Havurah, and unlabeled communities. Jewish spirituality, but many of us experi- Rena Blumenthal is a student at the
ence obstacles to meaningful prayer. We AYIN TOV, AYIN HARA - S EEING AND Reconstructionist Rabbinical College and
Kedushah/holiness; Prayer/Ritual;
Intermediate text. respond to many phrases in the traditional BELIEF: A P HOTOGRAPHY OF MEANING Student Rabbi at Congregation Sons of
prayer book with re-interpretation, Israel in Chambersburg, Pennsylvania. She
ambivalence, or even rejection. In times of PORETSKY ARTIST-IN-RESIDENCE worked as a psychologist for fifteen years,
Adele Reinhartz / M27 distress, when God seems absent, prayer (See course description on page 6.) in New York City and Israel, before begin-
sometimes becomes more difficult, and we ning rabbinical school.
WOMEN IN PUBLIC LIFE IN EARLY
JUDAISM can, as a result, lose our connection with Text for Everyone. Knowledge of Hebrew is
an important source of hope and healing. helpful, but not required.
It is often said that strict gender roles dic- We will explore, through study, discussion,
tated the possibilities for men and women and meditation, the meanings of key pas- Rena Blumenthal / A4
in Jewish communal and religious life in sages in the siddur, and discuss how prayer Marsha B. Cohen / A6
the first few centuries of the Common Era. ISHMAEL IN JEWISH AND MUSLIM
can help us connect, or reconnect, with AMBIVALENCE TOWARD THE LAND OF
These roles relegated men to public life – God. Participants will have opportunities
RABBINIC TRADITIONS
ISRAEL IN TEXT AND TRADITION
government, business, synagogue – and to present and explore their views about This course will look closely at the figure
women to private life – the home. There is God (“whom”), prayer (“what”), and spir- of Ishmael in the Bible, Koran, and later Since ancient times, most Jews felt a strong
considerable evidence to suggest, however, ituality (“why”) in an open and non- Jewish and Muslim sources. We will look attachment to the Land of Israel. The
that many Jewish women were in fact threatening setting. at the evolution of the character in both nature and extent of that attachment has
active in the same public arenas that are traditions, and explore the political and varied, however, and for more than 2500
Joseph G. Rosenstein has taught courses
often thought to belong exclusively to men. theological motivations behind these sto- years more Jews have lived outside Eretz
related to prayer and meditation at many
In this course we will meet four such NHC summer institutes and regional ries. We will close with an exploration of Yisrael than in it. Avraham, the first oleh
women: Helen, queen of Adiabene; retreats. He is a founder and former chair the ways in which the prejudices and (new immigrant), was also the first yored
Babatha, a business woman from the of the NHC and the Institute, and a mem- assumptions underlying the Ishmael (one who leaves the land). This course will
examine texts from the TaNaKh, Talmud,
siddur, medieval commentaries, poetry, Although not required, participants are themes of the blessings surrounding the the burden of European consciousness,
travel diaries, and the writings of 19th and also encouraged to take course M7 with Sh’ma in the morning and evening services. issues of gender, and Jewish families surviv-
20th century Jewish thinkers, including the Moshe Budmore on composing music to the These themes recall the accomplishments ing the Shoah—as well as on language and
post-Zionism debate in contemporary Song of Songs. These two courses will during the first six days, the giving of the imagery which always reach back to our
Israel, which express the complex and enrich each other. Torah, and the promise of perfecting the foundational Hebrew texts.
often ambivalent relationship between Jews Marcia Falk is the author of The Song of world. This course will examine new and Jewish-American poets include: Penina
and Israel. Songs: A New Translation and traditional liturgies that follow the Moise, Rebekah Hyneman, Emma Lazarus,
Marsha B. Cohen teaches in the Dept. of Interpretation, The Book of Blessings, and Creation/Revelation/Redemption frame- Charles Reznikoff, Delmore Schwartz,
International Relations at Florida other books of poetry and translation. She work, as well provide room for variations Howard Nemerov, Harvey Shapiro, Karl
International University. She is also a taught literature and creative writing at the within that structure. Can we create a model Shapiro, William Pillin, Stewart Florsheim,
course instructor for the Florence Melton university level for 25 years, and now lec- for a havurah prayer experience which is not Maxine Kumin, Adrienne Rich, Lisa Ress.
Adult Mini-School, and for Havurah of tures and teaches independently. based on Creation/Revelation/Redemption, Anglo-Jewish poets include: Grace Aguilar,
South Florida, where she served as Arts and Literature; Gender and Feminism; and if so, can that experience still be called Celia and Marion Moss, Israel Zangwill,
Assistant Director for five years prior to Text for Everyone. A reading knowledge of “Jewish”? Isaac Rosenberg, Emanuel Litvinoff,
returning to academia. She has taught at Hebrew will be helpful but is not required. Abraham Moses Klein, Karen Gershon,
six previous NHC institutes. Mark Frydenberg is a founding member of
the Progressive Chavurah of Boston, and Arthur C. Jacobs.
Contemporary Issues; Text for Everyone
Richard Friedman / A10 the editor-in-chief of Siddur Chaverim Kol Daniel A. Harris (Ph.D., Yale University
Yisrael, a new prayer book for Shabbat 1968), the founder of JEWISH VOICES:
MIDRASHIM ON CREATION and Festival evenings. When he’s not 200 Years of Poetry in English (his interac-
Marcia Falk / A8
Midrashim are stories, speculations, obser- “doing Jewish”, he teaches about comput- tive teaching program for Jewish communi-
THE SONG OF SONGS: LOVE LYRICS ers and programming at Bentley College. ties), has given over 140 presentations,
vations, and arguments by the Rabbis,
FROM THE BIBLE short courses, and scholar-in-residencies in
which expound, expand, apply, or supple- Prayer/Ritual; Text for Everyone. Familiarity the Northeast and Mid-Atlantic regions to
This course is an introduction to Shir ment something in the text of the Bible. We with the prayer service and reading Hebrew adults and teens alike. He teaches at the
HaShirim (the Song of Songs) the book that will study sections in Midrash Rabba would be helpful. All Hebrew texts will be Bildner Center for the Study of Jewish Life
everyone loves to love and that few have about the creation story in Genesis. These provided with translation. at Rutgers University, New Brunswick, NJ,
actually read in depth. The only collection of midrashim raise basic issues of Jewish val- where he has been Professor of English
love poems in the Bible and the only biblical ues and philosophy. The class will be an since 1983. Having written three books on
opportunity for close study of a text, but it
Daniel A. Harris / A14 Victorian and modern poetry, he is now
text in which women’s voices are heard
equally with men’s, the Song is unique not will be appropriate for total novices as well COMING HERE: THE POETRY OF JEWISH working on a book about 19th century
as for those who have studied midrash IMMIGRATION, Jewish poetry written in English.
just for its unusual thematic content, striking
imagery, musically lyric style, and poetic before. We will use a bilingual text, but 1830–PRESENT Arts and Literature; Text for Everyone.
structure, but for the challenge it poses to some knowledge of Biblical Hebrew will be
Anglophone Jewish poetry represents the
traditional patriarchal ideas about romantic invaluable, even if not necessary.
longest tradition of (semi-)voluntary immi- Sherry Israel / A16
love. Looking at the Hebrew text alongside Richard Friedman has taught text classes grant poetry by a minority group in the
an English translation, we will read and dis- and led workshops on Shabbat zmirot AMERICAN JEWISH IDENTITY: WHO ,
United States and Britain, to which four
cuss selected passages. The aims of the (songs) at several Institutes. He also teach- WHERE, HOW?
groups of Jewish immigrants have come
course are: 1) to provide Hebrew readers as es text classes at his shul, and has taught
from continental Europe since the 1600s. Local and national demographic studies of
well as those who do not read Hebrew with them at the Jewish Study Center in
Washington. He is a lawyer with the feder- Our poets, facing issues of assimilation and the American Jewish community tell fasci-
an entrance into the lyric intensity and rich
al government. tradition, have mastered the English lan- nating stories about such questions as Who
language of the Song; 2) to demonstrate a
guage and devised new poetic forms and is a Jew? Where do we live? Whom do we
method of close reading that can be applied Text for Everyone. Previous exposure to
imagery to represent the emotional life of marry? How do we ‘do’ Jewish? Taking the
to other biblical texts and to poetic texts in classic Jewish texts will be helpful.
Jewry in the English-speaking diaspora. study process and the data from the just-
general; 3) to explore ways in which this
They have written with vivid, cunning released National Jewish Population Survey
ancient book may be a spiritual, ethical, and
Mark Frydenberg / A12 intensity to make a place for their collec- (NJPS 2000-01) as our texts, the course will
even socio-political resource in our time.
CREATION, R EVELATION, REDEMPTION tive presence in their Christian host explore the new American Jewish narrative.
Students should bring to class either a
nations. We focus on poems of the intra- What do we know about Jewish identity and
TaNakh or a copy of the Song of Songs, in Creation/Revelation/Redemption is a model generational immigrant family, Jews in Jewish lives today, how do we know it, and
both Hebrew and English. for Jewish prayer that extends beyond the institutional spaces (churches, universities),
what are its meanings and implications for from Scientific American Explorations to ble circumstances, processes and outcomes. Kedusha/Holiness, Intermediate Text;
our personal Jewish lives and our ways of Salon.Com. She currently writes for the Dawn Rose holds a Ph.D. in Jewish
Contemporary Issues.
organizing Jewish communities? Yiddish Book Center, among others. Philosophy from the Jewish Theological
Sherry Israel is an Associate Professor, Contemporary Issues; Family Course; Seminary and served as Director of the
Multigenerational; Text for Everyone. Center for Jewish Ethics and Assistant Ron Schnur / A26
Hornstein Program in Jewish Communal
Service, Brandeis University. She is a Professor at the Reconstructionist PAINTINGS AS MIDRASH: UNDERSTANDING
founding and still-active member of the Rabbinical College for five years. Currently THE BIBLE THROUGH THE EUROPEAN
Solomon Mowshowitz / A20 she is Rabbi of the Temple for Universal
Newton Center Minyan. She was Research ART TRADITION
ALMOST JEWISH Judaism in New York, a community spe-
Director for Boston’s Jewish Population
cializing in outreach to marginalized popu- Traditional Jewish narratives have been
Surveys in 1985 and 1995 and is a member
What are the borders of Jewish authenticity? lations such as interfaith families and gays extensively visualized throughout the history
of the National Technical Advisory and lesbians.
At various times in our history the of European art, even though Jewish inter-
Committee for the year 2000 National
Sadducees, Samaritans, Karaites, Gender and Feminism; Text for Everyone, pretation has always favored the textual
Jewish Population Survey.
Shabbateans, Frankists, Modern Orthodox Contemporary Issues. This class will use rather than the visual. In this course, we will
and others (as well as Judaizing sects of texts that are available in Hebrew and attempt to use pictorial representations as an
other religions) have been judged inauthentic English. No background is required.
Shoshana Marchand / A18 entry point to understanding selected
and defined outside normative Judaism. episodes from Torah, Writings and Prophets.
JEWISH JUICE — WRITING STORIES How close were we to accepting them?
Regina Sandler-Phillips / A24 Concentrating on the stories of Abraham
OUT OF THIN AIR What were the “heresies” (if any) that could and Sarah, Joseph, Moses, David, Samson
This class, for the most experienced and the not be assimilated? What impact did the “FOR THESE ARE WAYS OF PEACE”: and Delilah, we will see what new insights
least experienced writers alike, will offer rejected movements have, finally, on “main- LIVING BEYOND GROUND ZERO will be brought to us by examining these
spiritual, comic and folkloric reasons to stream” Judaism? Last, we will discuss who stories through an artist’s eye. We will use
The most effective and healing responses to
write. We’ll study some choice bits of great we reject and by whom we are rejected. discussion and small-group exercises to
the tragedies of September 11th have
Jewish writing, maybe S.J. Perelman, maybe Mosh, a founding member of the Kotli reflected the spiritual wisdom of very explore meaning through character, pose
old Jewish texts about the occult, maybe Kanai Chevra Shas (Talmud study group), ancient sources. We will trace the principle and composition, and we will even make
contemporary short story writers. We’ll is happy to be the immediate past chair of of darkhei shalom (ways of peace) from its some art of our own.
spend most of our time doing in-class writ- the National Havurah Committee. origins in early rabbinic literature, where it Ron Schnur is a member of the Princeton
ing games and exercises. We’ll write about Jewish History. provided guidance for addressing issues of NJ havurah and a former co-chair of the
our families, re-imagine history and maybe vital concern among Jews as well as NHC Summer Institute. He was a museum
even write some good Jewish science fiction. between Jews and non-Jews. We will then guide at the Philadelphia Museum of Art
We’ll schedule time in the workshop periods Dawn Rose / A22
consider the practical implications of dark- for many years and has presented study
or in the evening to read our work to inter- SCENES FROM A MARRIAGE: hei shalom for our communities today, as workshops on art and Jewish text to local
ested friends, and we’ll leave with a handout THE REBELLIOUS WIFE we seek once again to bring people of havurot. His special interest is in visual
of exercises to keep us writing long after the IN JEWISH LAW AND LORE diverse backgrounds together over matters representations of traditional narratives.
institute ends. Come hang out your dirty of life and death.
Under strict Jewish Law, women who refuse Arts and Literature. Familiarity with major
laundry to expose it to the curative powers
to have sex with their husbands may be Rabbi Regina Sandler-Phillips, CSW, MPH, events in the stories of Abraham and Sarah,
of sunlight, write folklore for the future, or is creator and proprietor of Darkhei
fined to the full extent of the loss of their Joseph, Moses, David, Samson and Delilah.
just scribble privately. Writers’ block won’t Shalom/WAYS OF PEACE Consulting and
ketubah, and then divorced. Did women do
exist in this classroom community. Educational Services, and tithes at least
this? And if so, why? Were they trying to
Shoshana Marchand has taught writing 10% of her income to tzedakah/righteous
gain their freedom, or merely punish their
and theater at San Francisco State giving. She has been intensively involved
husbands? Did their reasons matter? Could in the NYC disaster relief efforts since
University, New College of California, at a
they have gone alternate routes to divorce September 11th, providing spiritual care
maximum security prison, and, as an artist
in residence, to countless kids, teenagers without loosing so much financially? Was service and leadership in various capacities.
and senior citizens. She’s also taught in the rebellion ever a response to abuse? What An experienced group facilitator and
Institute Children’s Program for several were the attitudes of the rabbis? Through “singer provocateur,” Regina has taught
years. Shoshana has had three plays pro- examination of the available documents Jewish values, texts, music and dance in
duced off Broadway and is a frequent con- including Talmud, geniza evidence, and numerous synagogue, school and commu-
tributor to magazines and sites varying codes, we will reconstruct as much as possi- nity settings in the U.S. and Israel.
H
avurah Judaism finds its truest expression when we cooperate to
The historian Yosef bar Mattityahu, also for immortality. We will study traditional build communities based on liberal Jewish values. Volunteers
known as Flavius Josephus, devoted the and psychological texts, and examine the who give their time, energy and talents make a world of differ-
first half of his major work, The role of creativity and generativity in our ence, both before and during the Summer Institute. Since it takes a full
Antiquities, to narrating Biblical history, lives. Through a series of exercises, we will year to organize the Institute, consider volunteering before the Institute if
beginning from the creation of the world. stimulate and train our individual creativi- you live in or near Philadelphia. This “help wanted” list describes a few of
He was addressing an audience of Jews ty, and explore overcoming our fears the ways you can be involved in creating the Institute Community.
and non-Jews in first-century Rome and through practices such as prayer, journal-
tried to adapt his account to their needs. ing and meditation. Workshops: Leading a answer their questions. candles, wine, and
This course will discuss several particularly workshop is an excellent Collect key deposits and challah, and make the
Rivkah M. Walton is a visual artist, the
significant passages and themes, such as way to make a connection Institute fees, Institute spaces ready to
founding director of the Institute for welcome Shabbat.
Josephus’ rendering of the Aqedah with the community by distribute schedule mate-
Contemporary Midrash, and a senior
(Sacrifice of Isaac), his attitude toward offering your own talent rials. Helpers are needed
Bibliodrama presenter and trainer. A
halakhah, and toward the role of prophets as an artist, scholar, or on the first day of the Small Group Facilitator:
dynamic interdisciplinary teacher, she pre-
and prophecy. We will try to see what these spiritual guide. It is an Institute, and to greet Lead discussions with
sents her Living Midrash programs in first-time and long-time
texts teach us about first-century Judaism NHC tradition that we all Shabbat arrivals on
community settings across the country. Institute participants (may
and, perhaps, for the twenty-first century. have something to teach. Friday. Checkout helpers
Include your workshop refund key deposits, col- include text study or
Arts & Literature, Kedushah/Holiness, discussions of Institute
Joseph Sievers, a participant in five previ- proposal with your regis- lect evaluations, and wish
extended format. themes). Lead or facilitate
ous Summer Institutes and a member of a tration form. Workshops our friends safe and
Catholic community, finds that he shares generally run approxi- happy travel on Sunday. affinity/special interest
many values and concerns of members of mately one hour and may groups (usually one-time
Chava Weissler / A32 (2-hour shifts)
the havurah movement. He teaches history meetings).
be one or two sessions.
of the Second Temple period at the WHAT ARE THE “FOUR W ORLDS”?
Office support throughout
Pontifical Biblical Institute in Rome. Many of us see Kabbalah, the Jewish mys- Office support in the week at the Institute Transportation: Pick up or
Arts and Literature; Text for Everyone. There tical tradition, as an important resource Philadelphia, before the drop off Institute partici-
are no specific prerequisites (a basic knowl- for Jewish spirituality today. Yet classic Institute: Help with Fund-raising: Coordinate pants at airport, bus or
edge of the Bible will obviously be helpful). kabbalistic texts and concepts are often mailings, data entry, or help with the auction, train stations.
All texts will be read in English translation, answering questions, and shuk (marketplace) or
difficult and alien, undergoing considerable
some in hevruta. occasional special sales table. Outreach: Give others a
transformation as we adapt them for our
projects. taste of the Summer
own use. This course will examine the con-
Shabbat preparation: Institute. We are looking
cept of “The Four Worlds” (emanation, Registration and recep- Help construct an eruv for past Institute
Rivkah Walton / A30 creation, formation, and making) as a case tion: Greet Institute atten - (boundary), prepare attendees to teach
THE SNAKE WAS RIGHT study in the adaptation of classical kabbal- dees. Help connect peo- davening (prayer service) mini-courses or work-
YOU SHALL BE AS GODS ah. At the Havurah Institute we often ple with others who can spaces, set tables with shops at communities
speak of the “Four Worlds” as a style of around the country.
We are taught that in the World to Come, davening, while in classical kabbalah, the
as in Eden, Time will pass away into an teaches courses on Jewish Folklore, Women
four worlds are primarily a teaching about
eternal Shabbat. But in this world, Time in Jewish History, Jewish Mysticism, and the
the structure of the cosmos. We will read
holds dominion and all beings eventually American Spiritual Marketplace. In 1998,
some classical kabbalistic texts in transla- she published a study of the Yiddish prayers
die. Our human psycho-spiritual journey is tion (the Zoharic corpus, Shaar ha-kavvan- of Eastern European Jewish women, Voices
from denial to overcoming (and eventually ot) and the works of such contemporary of the Matriarchs (Boston: Beacon Press).
to accepting) our own inevitable non- thinkers as Zalman Schachter-Shalomi, Chava has been involved in the havurah
being. We seek to prevail over death by Marcia Prager, and Mitch Chefitz. movement since 1971, and is a member of
creating new “things”—ideas, gardens, Minyan Masorati in Philadelphia.
Chava Weissler is Professor of Jewish
buildings, relationships, books, recipes, Prayer/Ritual; Text for Everyone.
Civilization at Lehigh University, where she
R E G I S T R A T I O N F O R M
E-mail How did you hear about the 2002 Summer Institute? ____________________________
Would you like a mentor who has attended previous Institutes? ■ Yes ■ No
Address
Do you or your children have a roommate or suitemate request? ____________
City State Zip/Postal Code
Do you use electricity on Shabbat? ■ Yes ■ No ■ Yes, but willing to
accommodate room/suitemates.
Does your health require any special food, housing or other arrangements?
Children / Teens Attending Institute
(If yes, please be as detailed as possible) ■ Yes ■ No
#1 Name Age in August Grade entering in fall Gender M/F
Please fill out both sides of this form completely and return it with your payment to National Havurah Committee, 7135 Germantown Avenue Philadelphia, PA 19119
NHC 2002 3/6/02 5:45 PM Page 14
F E E S C H E D U L E
Please note: Adults and teens are charged the same rate for room and board (facilities); a reduction has been made in tuition for teens, full-time stu-
dents, and persons with limited income. Work-study and Everett Fellows fees include room, board and tuition.
NHC membership is required of all participants.
PAYMENT INFORMATION
FACILITIES + TUITION = FEE X How Many Amount
■ Check payable to “National Havurah Committee”
Due
RESIDENTS
Adults ($400 + $350) = $750 X _________ $ ________ ■ Please charge my credit card: ■ Visa ■ Mastercard
Teens (ages 13 and up) andFull-TimeStudents($400 + $175) = $575 X _________ $ ________
Children (6 months to 12 years) Credit card # ________________________________________ Expiration date_______
1st Child ($150 + $150) = $300 X _________ $ ________
2nd Child ($100 + $135) = $235 X _________ $ ________ Name (as it appears on card)________________________________________________
Additional children (per child) ($ 75 + $45) = $120 X _________ $ ________
T
including Shabbat he NHC provides a limited
Adults ($300 + $350) = $650 X _________ $ ________ number of scholarships to program or kashrut supervision.
Teens and Full-Time Students ($300 + $175) = $475 X _________ $ ________
those who need financial If you live in the Philadelphia
LIMITEDINCOME assistance in order to attend the area, you can complete work-
Limited income resident ($400 + $175) = $575 X _________ $ ________ Institute. Grants range from $100 study commitments before the
Limited income commuter ($300 + $175) = $475 X _________ $ ________ to $250 off the full adult tuition. If Institute by working in the NHC
you are a full-time student or are office. If you have questions
(If further assistance is required, please apply
for scholarship assistance. See box for details) registering for the limited-income about work-study positions,
fee, and require additional assis- please contact the NHC Office.
SHABBAT ONLY (Friday-Sunday) Room, meals, tance, you may apply for additional
Friday dinner through Sunday breakfast. scholarship of up to $100. • Individuals in their 20’s, please
Adult/teen (age 13 and up) $250 X _________ $ ________ refer to the information about
Child (6mo to 12 years) $100 X _________ $ ________
Scholarships are awarded on a
first-come, first-served basis. the Everett Fellows program on
NHC MEMBERSHIP DUES ($36 per adult $72 per household required) * $ ________ • A limited number of Work-Study page 4.
SUBTOTAL FEES ABOVE $ ________
positions are available. In ex-
change for a week long commit- • To apply for a scholarship or
Optional 5% emergency cancellation insurance (Multiply subtotal by .05) $ ________
Late fee $25 per registration form (if postmarked after July 1) $ ________ ment to work mornings or after- work-study position, please
noons, participants can attend include a resume and two work-
the Institute for $400 plus NHC related references.
Additional scholarship fund contribution * $__________
Scholarship/workstudy requested (Indicate amount requested here and enclose membership and participate fully
in the rest of the program. Most • All requests are confidential and
materials indicated in the shaded box page; postmarked by June 30.) $__________
work study positions are in one must be postmarked by June 30,
TOTALDUE $__________ of three areas: the Institute 2002.
AMOUNT ENCLOSED (minimum $100 per person, plus membership fees ) $ ________
BALANCEDUE BY JULY 1
■ Applying for Everett Fellowship (Please see page 4 regarding application for this program.)
*Tax deductable
Please fill out both sides of this form completely and return it with your payment to National Havurah Committee, 7135 Germantown Avenue
Philadelphia, PA 19119
NHC 2002 3/6/02 5:45 PM Page 15
P L E A S E N O T E
small groups that would like to be Anyone who lives near the campus
form. NHC memberships for the year
housed together. can participate in the entire program
2002 ($36 individual, $72 family), if
A limited number of single- at reduced cost by registering as a NHC offers insurance against unfore-
not already paid, and a deposit of
occupancy rooms are available on a commuter. Commuter registration seen personal events that cause last-
$100 per person (including teens and
first-come, first-served basis. Space includes all meals and full participa- minute cancellations. With this cover-
children) must accompany each reg-
permitting, single-sex suites will be tion in the program. Commuters who age, your full registration fee will be
istration. A $25 late fee will be
made available. Separate bathrooms wish to stay at Franklin Pierce credited to a future NHC Institute or
charged for each registration post-
for men and women will be arranged College for Shabbat should contact regional retreat. The benefit remains
marked after July 1.
in mixed-sex suites. the NHC office. in effect for 18 months after the
All payments must be received by
Apartments have two bedrooms, Institute, and can be used for the
Shabbat Guests July 1. Payments may be made by
each with two beds, one and a half New England, Can-Am, and West
Shabbat at the Institute is open to check, Visa or MasterCard.
bathrooms, an open kitchen with a Coasts Retreats or Institute 2003 on
full-time participants, their immediate the registration form. To choose this
refrigerator and stove, a dining area,
relatives and significant others, and
NHC Connections
and a living room. These accommo- An incentive discount of 10% is protection, add 5% of the registration
dations are ideal for couples, for fam- any member of the National Havurah fee on the line provided for Insurance
offered to first-time attendees who
ilies that would like to have their own Committee. Places for Shabbat on the registration form.
belong to a havurah that has a group
units, or for small groups of friends guests must be reserved by July 1st.
membership with the National
who would like to be housed togeth- Havurah Committee. The Summer
er. The apartments do not have air
Transportation
Franklin Pierce College is located off Institute provides opportunities for
conditioning; however, the tempera- havurah members to network, prob-
Route 119 in Rindge, NH, just north
ture in Rindge, NH, typically ranges lem-solve, and build fellowship with
of the Massachusetts border.
between 60 and 75 degrees in mid other havurah members. Please con-
Approximate driving time is 4.5
August. tact the NHC office for more informa-
hours from New York City; 90 min-
utes from Boston; and 25 minutes tion on group memberships for
havurot.