A Challenge

Okay, so I promised you that I would post a שיעור about the deeper significance of the new name of 'ה that we spoke about today, "אהי-ה אשר אהי-ה".  You can learn more by listening to a fascinating class given by Mrs. Esther Wein; just click on this link and scroll down until you reach "Parshat Shemot 5771".  Once again, this class can also be heard as a podcast, just search for "Esther Wein parsha podcast" and look for the title on iTunes.


Now let's make it fun.


I know that this is not a short שיעור, clocking in at just under an hour.  Not all of it is directly related to what we are learning in שמות, but it is 100% relevant to our understanding of some major concepts in Jewish השקפה, and the fact that there is even another פורים tie-in is just icing on the cake!


Speaking of cake.....


While I would love to assign you to listen to the entire thing, I understand that for most of you, an hour is a long time.  Therefore, you are hereby required to listen only to the first 29 minutes and 50 seconds (it's easier to monitor this if you are listening to the podcast version, as some of you discovered last time).  HOWEVER, if at least 3 members of the class opt to listen to the entire שיעור and can provide written proof of having done so (in the form of an explanation of the infamous story of דוד המלך and בתשבע, and how it pertains to the general theme of אמת), I will bring in a cake some time next week for the entire class to share as a congratulatory gesture.

In the meantime, the assignment for everyone is as follows: I would like you each to summarize in 2-3 paragraphs what the name "אהי-ה אשר אהי-ה" connotes, and why 'ה chose to call Himself by that name in reference to יציאת מצרים.  You should also explain what the connection is between פורים and the ultimate, long-awaited appearance of אמת.  This work is due in class on Tuesday, March 22nd, or it can be emailed to me beforehand.


P.S. In case you were wondering who Rebbetzin Wein's grandfather is (she refers to him multiple times), you can take a look at this.

HS חומש Assignment 3/15/11

As we spoke about in class today, I'd like you to each find some time this week to post a comment or two here sharing your thoughts or feelings about the tragic massacre of 5 of our Jewish brothers and sisters in the ישוב of איתמר.  Today we considered it in light of the message of the סנה, as a wake-up call to turn the search for the perpetrators inward, and to examine our own hurtful and destructive actions towards other members of כלל ישראל.  You can choose to elaborate or ruminate further on this approach, or you may want to express your own fears, outrage, uncertainties, etc instead.  Any and all carefully thought out opinions are welcome.  I will share with you something that Rabbi Perl wrote to me in an email this morning about one authentic Jewish response to such a heartbreaking event: 

"...I think the Rav's [Ed. note: Rav Yosef Dov Soloveitchik, זצ"ל]  approach in Kol Dodi Dofek is always a good way to go:  we can't answer the question "why" (if we could, we'd be G-d), but we can answer the question of "what now."  We can never point a finger at anyone or any group of people and say they were to blame for what happened (except for the perpetrator, of course).  But we can always point a finger at ourselves and know that we'll be to blame if we don't hear HKB"H "knocking at our door" and make ourselves better because of it."

May הקב"ה comfort the surviving Fogel children, extended family members, and their loved ones, and help them-and us-to cling to the תורה with greater strength than ever before, and to always know that כל מה דעביד רחמנא לטב עביד-everything that The Merciful One does is for the good.

!!חודש טוב

I once heard a teacher of mine in seminary, Rabbi Jonathan Taub (you can read a bit about him here or here) say that when what you are learning connects to the weekly

פרשה, it's a sign that you're on the right track in your approach and understanding.  I think we could extend this notion to connecting our learning to other timely Jewish concepts, such as the ימים טובים. To that end, I was recently listening to a שיעור about פורים which made mention of none other than the סנה, the burning bush that we've been studying in class.  The speaker is Mrs. Esther Wein, who is a popular תורה lecturer in the New York area.  You can listen to her here, by scrolling down to the title "Layehudim Hayta Oorah" and clicking on "Download mp3" (you can also find it as a podcast, just search iTunes for "Esther Wein parsha podcast").  אם ירצה 'ה, we will be hearing more from Mrs. Wein in the future.  For now, I hope that this gives you some insight both into משה's vision at the סנה, as well as a deeper understanding of פורים.  It's deep, and if it seems a bit lengthy for you, at least try to listen to the section that is particularly relevant to the סנה, starting from about 11 1/2 minutes in.  Pay attention to the discussion of the 3 things that משה was rewarded for due to his behavior at the סנה.

HS חומש Assignment 2/22/11

I know it's been a while since I last posted here, but I've been waiting to present the following שיעור until we finished 'פרק ב and could begin 'פרק ג.  This שיעור was given by Rabbi Eitan Mayer and is available on yutorah.org when you click this link.  I know it is on the lengthier side, but like I said in class today, it will serve as somewhat of a broad review of  'פרק ב before the upcoming test, and you really have until Monday to listen to it and complete the work.  I would like you to email your answers to me at lwittlin@mhafyos.org.  This must be done before class on Monday, 2/28/11.

Part 1. Summarize at least 3 ideas or concepts presented by Rabbi Mayer that are identical or similar to that which we already studied in class.

Part 2. Summarize at least 2 ideas or concepts presented by Rabbi Mayer that were based on information or perspectives that we did not discuss in class.

Please don't hesitate to post any questions or comments here on the blog.

2/7/11 Tonight's Homework-Comment on this Post

Hi ladies, for homework tonight I would like each group/pair of students that worked together today (Sharon+ Racheli, Emma+ Orly, Mirel Nechama + Jamie+ Alex) to add a comment to this blog post summarizing your findings based on the sources that you were assigned today in class (you should start by telling us which pasuk/pesukim you looked at, which commentary/ies, and what question were they bothered by in the text).  Each student is responsible for reading all the comments, so that you will be familiar with the ideas found in all three sets of sources.  Additionally, you may post questions based on the comments of other groups if you think that something they wrote needs clarification, or on any other relevant question or idea that you have.  Please check the blog a second time at some point after you have written your own comment this evening, in case you need to respond to a classmate's question.

HS חומש Assignment 1/25/11

Hey, I think I may have finally figured out how to type here in עברית! We'll try something new tonight, and instead of wasting paper with a handout, I will post your third audio שיעור assignment here, along with the questions I'd like you to answer.  The speaker is Rabbi Ari Kahn (click on his name to read a profile), and you can access the audio either by clicking here, or by searching for Rabbi Ari Kahn's podcasts on iTunes.  The title of the class is "The Development of Moshe" and it is podcast #270.  There should be a mix of both familiar and new ideas presented, and I would like you to please answer the questions below.  (You can "fast forward" to about 40 seconds in from the beginning.  There are some moments where the audio is imperfect, but please be patient and keep listening.)  
As always, you may need to listen to the whole שיעור, or perhaps sections of it more than once to be able to accurately answer the questions.

1. What was noble and selfless about the decision that עמרם and יוכבד made to remarry?  How might their lofty intentions have impacted the character of משה רבינו?


2. On what precise date was משה discovered by בת פרעה?  Why is it significant and appropriate that this should be the case?


3. What were some parallels between the תיבה of משה and the תיבה of נח?  How were they quite different?


4. How long might יוכבד have had to be a strong influence in young משה's life?  Who and what might she have taught him about in order to ensure that he remained secure in his authentic identity?  Were her efforts successful? (Note: Answer the last part after listening to the entire שיעור.)


5. What evidence is there from the חומש that משה may have experienced tension due to his dual lives as both an Egyptian prince and the chosen leader of כלל ישראל?


6. How does Rabbi Kahn distinguish between the phrases "כבד פה" and "ערל שֹפתים"?  (Note: This is one approach to משה's speech difficulties, but we will 'בעזרת ה discuss others in the future.)


7. How did 'ה (speaking through the נביא יחזקאל) point to the flawed belief system of the ancient מצריים, as it related specifically to the Nile River? Why was פרעה referred to as a 
תנין, or crocodile, who claimed "לי יאורי ואני עשֹיתיני"?  


8. Did בת פרעה harm or protect משה by naming him after the fact that she drew him out of the water?  Explain your answer carefully.


9. How was the killing that took place towards the beginning of ספר שמות different from the one in the beginning of ספר בראשית?


10. In Rabbi Kahn's view, what factors contributed the most to משה's ultimate position as the greatest leader of כלל ישראל?  How was משה uniquely equipped to shatter the belief-common among both Egyptians and Jews-that פרעה was a god? 

Your answers are due (written or typed) at the beginning of class on Thursday, January 27th.  Please post any questions that you may have as comments below, or email me privately.


!!בהצלחה  

HS Chumash Assignment 1/19/11

Good afternoon ladies! I guess having to pick up a sick child from daycare is as good an excuse as any to introduce you to my new blog.  Please click on the link below that will take you to a website devoted to the teachings of one of the foremost Torah educators of the 20th Century, Nechama Leibowitz.  Don't get scared-it is in Hebrew, but the ideas are straightforward, and you may work with a partner if you so choose.
Sources and questions on the Inyan of Moshe and the Mitzri
The first thing you will need to do is read and translate Perek 2:11-22.  After you have done so, you should examine the sources presented in the Gilayon (similar to a worksheet) that the link takes you to, and then begin to answer the questions.  These are challenging--read them closely, and answer carefully, in thorough  detail.  I would like to see your written answers on Monday.
Hatzlacha, and please be in touch with me if you need any assistance!
-Mrs. Wittlin