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August 2010 My struggle to realize this project is personal, but I never ever wanted my own dissatisfaction to overshadow what anyone else could bring to this project. We each have a unique creative light, and wow, does it ever grow bright when our light shines together. I knew this project was important because it came as an epiphany — an intersection of multiple passions each calling with their own creative, intellectual, and political genius. I just had to finally listen and take note. In the shadow of the Holocaust, a revitalized Jewish culture must be sought that does not rely entirely on ethnic nationalist movements to advance and preserve Jewish identity. Renaissance in all cultures, including Jewish culture, depends on the freedom of its participants, its cultural constituents, to be creative and expressive individuals, engaging with the meaning that culture broadcasts through its traditions. I said it in the interview but it bears repeating, the lingering dialectic that defines religion as somehow separate from culture relies on a notion that religion is no longer creative — a mere replication of viral memes, in Dawkin’s language. We liberate religion when we return it to culture, as a creative and relevant force for helping to shape our individual and collective consciousness. Religion in this way provides exercises, practices and other social technologies to help us evolve. If its creativity isn’t maintained, its relevance is ceded to other systems to function in its place — or it is ceded to social elements and authorities who might use it to sustain self-serving agendas. . . . Categories: Advocacy Technology is a “plus” not “or” proposition: thoughts after NewCAJE — by Efraim Feinstein (Open Siddur 2010)In education, technology is a means to an end, not an end in itself. There are some problems technology can solve, and others it can’t. As Joel Grishaver said better than I can, technology is a “plus” not “or” proposition. Learners will have different success rates using technological solutions, such as distance learning, and the use of computers cannot take the place of a real-world social community. On the other hand, technology also has the potential to transform learning and learning environments and to make both learning materials and the teachers to guide their use accessible where they would not have otherwise been. . . . Categories: Development Tags: NewCAJE At the beginning of the talk, the audience expressed some discomfort with the idea of copying from one website to another, even if the original author is attributed. The main concern seemed to be that the author potentially loses control of his/her message if he/she has no idea of the remainder of the content of the website. On the other hand, one audience member who posts reviews on book review sites had an innate sense of the concept of mutual benefit: she posts reviews of the books she reads in part because she reads reviews posted by others. . . . Categories: Advocacy Tags: NewCAJE We name our daughters on their fifteenth day of life. This is based on Vayiqra 12:1-5, which describes the length of a woman’s period of impurity after childbirth. If she gives birth to a son, she is impure for seven days; if she gives birth to a daughter, she is impure for fourteen days. The passage seems to connect the baby boy’s circumcision on the eighth day to the conclusion of the mother’s seven day period of impurity. (Similarly, Vayiqra 22:27 says that a newborn animal must remain with its mother for seven days, and on the eighth day and onward it is acceptable as a sacrificial offering.) It seems, then, that for the first seven days of a little boy’s life, and the first fourteen days of a little girl’s life, the child and mother are still closely linked, and both remain separate from the larger family and community. Then, on the eighth day of her son’s life, and on the fifteenth day of her daughter’s life, the mother begins to rejoin her family and community, and the child too becomes incorporated as a member of the family and community. That is why a baby boy’s father becomes obligated to circumcise his son only on the eighth day, and why the baby boy first receives his name at his brit milah; it is then that the baby boy becomes a member of the community of Israel. On our daughter’s fifteenth day, we come together as a family and as a community to welcome this new member and to give her a name. . . . Categories: Brit Milah & Simḥat Bat An article on Rabbi Jacob Freedman’s planned Polychrome Historical Haggadah from his local newspaper in Springfield, Massachusetts. . . . Categories: Press & Research Articles This prayer-leaflet was primarily intended for a group of Hebrew Union College students who met every sabbath afternoon for extra-curricular (noncredit) Torah study with Rabbi Dr. Jakob Petuchowki in the mid-1960s. Their service was conducted entirely in Hebrew and in the traditional nusaḥ with some minor but interesting Liberal innovations. Petuchowki writes, “We have omitted only the various repetitions as well as the prayer for the restoration of the sacrificial service. (But we have retained the place of Zion as the symbol of the messianic hope.) In the ‘Alenu prayer, we have preferred a positive formulation of the “Election of Israel” to the traditional negative one.” . . . Categories: Shabbat Siddurim The prayer for the government familiar to all Conservative movement congregations, as written by Rabbi Dr. Louis Ginzberg with an English translation by Rabbi Tim Bernard. . . . A digitial edition of the JPS 1917 English translation of the TaNaKh. . . . Categories: Targumim (Translations) 📖 סדר תפלות כל השנה (אשכנז) | The Authorised Daily Prayer Book of the United Hebrew Congregations of the British Empire, translated and arranged by Rabbi Simeon Singer (1890)Before the Koren-Sacks Siddur (2009), there was the Authorised Daily Prayer Book first published in 1890 and used by Jews throughout the British Empire, while there was a British Empire. It was originally published under the authorization of Great Britain’s first Chief Rabbi, Rabbi Nathan Marcus Adler with a Hebrew liturgy based on Isaac Seligman Baer’s Seder Avodat Yisroel (1868). The translation by Rabbi Simeon Singer (1846-1906) was the most extensive English translation of the Siddur ever published, and for this reason most editions are simply referred colloquially as The Singer Siddur. The Standard Prayer Book, published by Bloch in 1915, was an American reprint of The Authorized Daily Prayer Book. . . . Categories: Comprehensive (Kol Bo) Siddurim 📖 סידור תורה אור (נוסח האר״י) | Siddur Torah Or, the nusaḥ of the school of Rabbi Yitsḥaq Luria as arranged by Rabbi Schneur Zalman of LyadiWhen Rav Yiztḥak Luria, zt”l, also known as the Holy Ari, davvened in Eretz Yisroel he brought about a series of liturgical innovations witnessed in later siddurim. His particular nusaḥ bridged minhag Ashkenaz and minhag Sefarad (the customs of the Rheinland Jews and the customs of the Jews of the Iberian Peninsula) with the teachings of his school of Kabbalists. When two centuries later, the Ḥassidic movement blossomed in Eastern Europe, it found purchase in Lithuania among a mystical school centered around Rav Schneur Zalman of Lyady, the Alter Rebbe and founder of the ḤaBaD movement within Ḥassidism. The Alter Rebbe compiled his own siddur, the Siddur Torah Ohr, “according to the tradition of the Ari.” . . . Categories: Comprehensive (Kol Bo) Siddurim The doxological piyyut, Yigdal, in Hebrew with a German translation. . . . | ||
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