GCE Getting Started



4E JudaismScheme of workAS and A Religious StudiesIntroduction This scheme of work covers the A Level content in 19 weeks and assumes 4.5 to 5 hours per week. As all schools and colleges have different timetables and teach the courses in a different way, these schemes of work have been issued in word format to allow you to cut and paste and use the materials to suit your department and teaching. There is no requirement to study arguments in the original text – except for specified texts required for study in the Anthology. The websites and resources listed in the Resources column are simply indications of where texts may be found. It is not compulsory to study these in this format, but candidates must be aware of the argument or view of those named in the Specification for each topic area.Texts in bold and referenced in the Anthology ARE compulsory for study at A Level.Links to third-party websites are controlled by others and are subject to change.As the following resources are referred to regularly throughout the scheme of work, the abbreviations given below are usedCohn-Sherbok, 2003: Dan Cohn-Sherbok, 2003, Judaism History, Belief and Practice, (First edition) ISBN 978-0-425-23661-4Robinson, 2001: George Robinson, 2001, Essential Judaism a Complete Guide to Beliefs, Customs and Ritual (1st Edition) ISBN 9780671034818Other resources are referred to in full as they appear in the scheme of work.WeekTopicContentSuggested resources and/or activities1Introduction Introduction to Paper 4, Option 4E: Judaism, an overview of the topics to be covered including ideas of faith, doctrine, history and practice of religion.Introductory debate supported by readings from Robinson, 2001.Divide into groups and answer the following questions with access to the internet initially:1. Who is a Jew?2. Should Judaism proselytise?3. Leaving the Jewish community, is this possible? Read and discuss Pages 177-181 (Robinson, 2001). This introduction assumes no prior knowledge. Whilst it is an advantage to have studied GCSE Judaism, this is not a pre-requisite. Show YouTube video (20mins) entitled: The Mystery of the Jews. The explanation of this free video below indicates its usefulness as an introduction to Judaism. Who are the Jews? What impact have the Jews had on the world? A powerful short film that reveals the real story behind "The Mystery of the Jews". With remarkable insights by renowned historians, world leaders and perceptive authors. "The Mystery of the Jews" challenges the normative conception of human history. Published on 13 Jan 2015 note that teachers should always use their professional judgment when using resources (such as videos etc) in the classroom and enable students to engage critically and thoughtfully with sources, to understand their context, provenance, potential bias, and value.At this stage allow candidates to explore openly what Judaism is about and understand one of the Abrahamic religions that emphasises the oneness of God. In Jewish thought man’s first obligation is to make the world a better place. Chapter 4 ‘Living a Jewish Life’ (Robinson, 2001) covers this in more detail. This introductory material is not written in the specification but is strongly suggested content to enable a smooth transition from GCSE level study to AS and A level study. The next stage is to move on to introducing the first topic in the specification. Four AL compulsory texts from THE ANTHOLOGY are numbered in the resources column in bold font (1), (2), (3), and (4). The inclusion of website links in this scheme of work does not denote endorsement of the site’s content, and teachers should check material before sharing it with students.The following resources are useful across many of the areas in the Specification.Robinson, 2001, pages 177-181Cohn-Sherbok, 2003, pages 577-581 Glossary Free Website accompanies Cohn–Sherbok book: textbooks/0415236614Brief primary extracts can be found for many of the named thinkers in either Cohn-Sherbok, 2003 or Robinson, 2001. Terms and definitions are in both texts, for example, a glossary on pages 577-581 Cohn-Sherbok, 2003 covers a wide range of terms.[Class sets of these books are recommended or at least a couple on reference in the school library.]This scheme of work follows the order of topics as they appear in the specification and teachers may prefer to order the material differently. Students need to engage with the material through a variety of techniques and styles.Centres can design an introductory booklet to cover skills required at AS and A Level, include the Assessment Objectives and a copy of the SAM in it, so that from the outset students know the level they are aiming for.Introductory SessionSet research homework.Summarise class reading for homework and discuss the view that Judaism offered humanity a moral compass for the first time in history. Note the ending of the YouTube video demonstrates an exclusivist view.11 Religious beliefs, values and teachings1.1 Ethical monotheism Creator, and Sustainer of all creation; He alone is God, Oneness, no physical comparison whatsoever, alone worthy of worship; rewards and punishes.Obligations between people and obligations between humans and God.Interpretations across different Jewish traditions; provides a context to the beliefs across a range of Jewish traditions, significance in terms of being the essence and foundation of Judaism and for the community of believers.With reference to the ideas of D Cohn-Sherbok and G Robinson.Robinson, 2001, Chapter 1, page 33 The Sh’maCohn-Sherbok, 2003, Part I: Chapter 3 Israelite Monotheism and LawCohn-Sherbok, 2003, Part II, Chapter 59 CreationExplore the key features of the concept and nature of God. Cohn-Sherbok, 2003, Part II: Chapter 55 The Unity of God. Consider a variety of statements about God to understand the nature of God in the Jewish faith.Explore ethical monotheism: that there is one God from whom emanates one morality for all mankind. Consider Deuteronomy 6:4 and the concept of God in the The Sh’ma (Deut. 6:4-9), a Jewish prayer that affirms belief in the one God found in the Torah. Explore the key theological beliefs contained in the Sh’ma. Study Cohn-Sherbok, 2003, Chapter 3 and summarise the main ideas of ethical monotheism and how it this belief impacts on moral obligation. Explore the key ideas of ethical monotheism (continued). The following link will help: whether it is more important for Jews to be monotheistic or ethical.Terms: Sh’ma, monotheism, ethical monotheism.21 Religious beliefs, values and teachings (continued)1.2 God reveals himself to his people in the Torah and in the TalmudJews seen as the chosen people, obligations of the Jews as an example of living in accordance with God’s will.Significance of revelation; preservation of Jewish identity, impacts on whole of life of the community.Status of Moses and the Ten Commandments, status of different covenants.With reference to the ideas of A Cohen and G Robinson.Robinson, 2001, Chapter 5Cohn-Sherbok, 2003, Part II, Chapter 62 Revelation Cohn-Sherbok, 2003, Part II, Chapter 66 The Chosen People A Cohen Everyman’s Talmud (Weidenfield Nicolson, 2013) Outline the relationship between God and the Jews with reference to Deut. 14:2. ‘For you are a people holy to the Lord your God. Out of all the peoples on the face of the earth, the Lord has chosen you to be his treasured possession.’ Discuss the theme of the chosen people in Rabbinic Judaism and Reform Judaism. Debate on how this can be misunderstood by other people in the world. Are the Jews really special? What is the relevance of this concept for Jews today?Explore the traditional Jewish belief that Moses was the author of the five books of Moses. Assess the doctrine that God revealed the Torah to Moses on Mt. Sinai. 31 Religious beliefs, values and teachings (continued)1.3 Interpretation of these beliefs and their impact on understanding the meaning and purpose of life and death across different traditions. The significance of these for an understanding of the distinctive features of Judaism todayThe nature of the soul.Life after death; spiritual and physical resurrection, judgment, heaven and She’ol/Gehenna (hell).Jewish thought on the meaning and purpose of life.With reference to the ideas of E Kaplan-Spitz and B L Weiss, andY Buxbaum.Rabbi Elie Kaplan Spitz and B L Weiss, Does The Soul Survive: A Jewish Journey to Belief in Afterlife, Past Lives and Living with Purpose (Jewish Lights, 2012)Yitzhak Buxbaum, Jewish Tales of Mystic Joy, (Jossey Bass, 2002)Yitzhak Buxbaum, An Open Heart: The Mystic Path of Loving People (The Jewish Spirit, 1997) Cohn-Sherbok, 2003, Part II, Chapter 71 AfterlifeRobinson, 2001, Chapter 3 subtitle: The Afterlife pages 192-193Article about the nature of the soul in the following link is helpful: Assess modern Jewish thought on immortality of the soul. Has this replaced the concept of resurrection of the dead? Explore Jewish teachings on life after death and resurrection. Analyse the differences between Orthodox and Reform Judaism in their attitudes to life after death.41 Religious beliefs, values and teachings (continued)1.4 Values (1)The relationship between revelation: Torah and values, dealing with every aspect of life (Ethics of the Fathers – context in Nezikin).Jewish values and universal values: Jewish distinctiveness as the People of the Almighty and the Noahide Code expressing universal values (Ethics of the Fathers – significance of gemiluth chasadim).The qualities of the Almighty and their reflection in the values of love, justice and holiness. God is the source of moral values.With reference to the ideas of G Robinson and M Kellner.ANTHOLOGY (1) Singer P (ed) – A Companion to Ethics, 1st Edition, Kellner M – Jewish ethics, Chapter 7 pp. 82–90 (Blackwell, 2001) ISBN 9780631187851Cohn-Sherbok, 2003, Part II, Chapter 63 Torah and MitzvotCohn-Sherbok, 2003, Part II, Chapter 89 Jewish EthicsWhat is the significance of the gemiluth chasadim? of Imitiatio Dei in the following link: ethical teachings of Judaism: , 2001, Chapter 4 (The Noahide Laws on page 177) The ethical implications of Lev. 19:17-18 for Jews. (19: 17Do not hate a fellow Israelite in your heart. Rebuke your neighbour frankly so you will not share in their guilt. 18Do not seek revenge or bear a grudge against anyone among your people, but love your neighbour as yourself. I am the Lord.)Explore key ideas of the Ethics of the Fathers (Pirkei Avot) and its context in the Nezikin. Analyse the Noahide code as the basic framework for a moral and spiritual life. Assess the significance of the gemiluth chasadim as a fundamental social value for Jews. Assess the centrality of the doctrine of Imitatio Dei (the concept of man’s obligation to imitate God in his actions) to key Jewish values and teachings. Terms: Gemiluth chasadim, Noahide Code, Pirkei Avot, Nezikin, Imitatio Dei.52 Sources of wisdom and authority 2.1 Tenakh, Torah, Nevi’im, KetuvimType of authority and the distinctive emphasis that God reveals Himself to His people in the Torah.Use of these sources in Jewish studies of scripture and in worship and the range of interpretations across different Jewish traditions.With reference to the ideas of G Robinson and D Cohn-Sherbok.Robinson, 2001, Chapter 5Cohn-Sherbok, 2003, Part II, Chapter 63 Torah and MitzvotCohn-Sherbok, 2003, Part II, Chapter 64 Commandments Brainstorm ideas about the Hebrew Scriptures and discuss different types of literature and authority in the Tenakh: (Torah [Law], Nevi’im [Prophets] and Ketuvim [Writings]. This link will help: ways in which Jewish scriptures can be understood to be sacred texts and used by various Jewish traditions, for example: Orthodox, Reform, Progressive, Conservative and neo-Orthodox. The Torah and in particular the Ten Commandments (Exodus 20:1-14) were given by God to Moses. ‘Moses received the Torah from Sinai, he gave it to Joshua, Joshua gave it to the Elders, the Elders to the Prophets, and the Prophets to the men of the Great Assembly’ [Ethics of the Fathers]. Explore the type of authority the Ten Commandments has for Jews.Explore the covenant relationship of the Israelites after the death of Moses in the early prophets: Joshua, Judges, Samuel and Kings.Assess the impact of Jewish behaviour towards God on their relationship with God in Esther, Daniel, Ezra and Nehemiah.Analyse the importance of the books of Job, Ecclesiastes, and Shir Hashirim (Song of Songs) for the Jews. How are the Psalms used by various Jewish traditions? Terms: Tenakh, Torah, Nevi’im, Ketuvim.62 Sources of wisdom and authority (continued)2.2 The development of Rabbinic JudaismCommentary by Rashi and his pupils on Jewish scriptures in order to add explanations to clarify the text, and at times referred to contemporary events; commentary on the Babylonian Talmud and continued influence via tosafots.Historical and religious context of these figures; nature of their authority and role of interpretation; influence on development of Rabbinic Judaism and significance in terms of emphases on selected Jewish beliefs.With reference to the ideas of C Potok and H Halkin.Chaim Potok, Wanderings: History of the Jews, 61279th Edition (Fawcett, 1987)Hillel Halkin, Letters to an American Jewish Friend: a Zionist's Polemic (Gefen, 2013)Cohn-Sherbok, 2003, Chapter 23 Rabbinic Scriptural InterpretationCohn-Sherbok, 2003, Chapter 24 Rabbinic Theology Cohn-Sherbok, 2003, Chapter 28 Jewry in Christian Europe in the Middle AgesRobinson, 2001, Chapter 6 Roots of Rabbinic Judaism, page 311Explore the roots of Rabbinic Judaism. Research the contribution of Rashi (1040-1105) and his School to Judaism. Why is he thought to be one of the most important commentators on the Talmud? This link will help: the concept of authority within rabbinic theology. Terms: Babylonian Talmud, Tosafot, Rabbinic Judaism, Midrash, peshat (plain meaning…of scripture) and derash (homiletics).72 Sources of wisdom and authority (continued)2.2 The development of Rabbinic Judaism (continued)Judah Halevi: unity between God and the People of Israel; piyyutim poems of the diaspora for festivals and Sabbath and his Songs of Zion; emphasis on religious experience and value of prophecy. Supremacy of the divine word in nature and the Law. Rejected Aristotelian philosophy, Christianity and Islam, presenting views to support Judaism.Historical and religious context of these figures; nature of their authority and role of interpretation; influence on development of Rabbinic Judaism and significance in terms of emphases on selected Jewish beliefs.With reference to the ideas of C Potok and H Halkin.Chaim Potok, Wanderings: History of the Jews, 61279th Edition (Fawcett, 1987)Hillel Halkin, Letters to an American Jewish Friend: a Zionist's Polemic (Gefen, 2013)Robinson, 2001, Chapter 8 The Philosophers: The Continuing Evolution of Jewish Thought, pages 421 – 424 Cohn-Sherbok, 2003, Part I, Chapter 33 Jewish Philosophy after MaimonidesWho was Judah Halevi? Here are some useful links: why Judah Halevi has been called one of the greatest Hebrew poets of his time. Analyse the significance of the "Shirei ha-Galut" piyyutim (Poems of the Diaspora) for an understanding of the development of Jewish thought. Assess the significance of Halevi’s contribution to Jewish thought. Consider why he might be opposed to the rationality of Maimonides.Assess the strengths and weaknesses of Halevi’s rejection of Aristotelian philosophy in favour of the supremacy of divine revelation. Terms: Piyyutim, diaspora, Rabbinic Judaism.83 Practices that shape and express religious identity3.1 OrthodoxVarious meanings and interpretations of Orthodoxy; written and oral Torahs are divinely inspired, with an emphasis of living according to Halakhah.Status of revelation compared to theology. Debates about a literal view of the Torah or as a source for a Jewish philosophy of history.Place of the Temple; distinctive practices in synagogues and daily religious observances.With reference to the ideas of B Brown and G Robinson.Orthodox Judaism, Brown B. in The Blackwell Companion to Judaism eds J. Neusner and A. J. Avery-Peck, Chapter 18 (Blackwell Publishing Ltd, Oxford, UK, 2003) Robinson, 2001: Chapter 4What is Orthodox Judaism? Try this useful link: do we mean by the term Halakhah? are the 613 Mitzvot? Consider sources from which the Mitzvot are derived. This link will help: and comment on Genesis 12:7, Isaiah 56:7 and Israel 66:23. Analyse the significance of the centrality of the land of Israel for the Jews. Is it more correct to talk about the Promised Land or the Land of Israel? Assess the distinctive nature of Orthodox Judaism and its view regarding the status of revelation.Analyse the significance of the three sources (Torah, Rabbis and tradition) from which the 613 Mitzvot are derived and the obligations imposed on Orthodox Jews living according to the Halakhah. Terms: Halakhah, Mitzvot, Mitzvot d’oraita (from the Torah), Mitzvot d’rabbanan (from the rabbis), Mitzvah (minhag) from tradition.93 Practices that shape and express religious identity (continued)3.2 ReformSignificance of beliefs and practices changing over time; reform views about revelation; significant changes to synagogue services and different emphases in religious observances, including gender issues.Influence of Haskalah (enlightenment and rationalism).Different types of Reform in Germany compared to more radical movements in America and in Jerusalem.With reference to the ideas of M Meyer and D E Kaplan.Reform Judaism, Kaplan, D E. in The Blackwell Companion to Judaism eds J. Neusner and A. J. Avery-Peck, Chapter 17 (Blackwell Publishing Ltd, Oxford, UK, 2003)Cohn-Sherbok, 2003: Chapter 44 The Origins of Reform Cohn-Sherbok, 2003: Chapter 45 Jewish Thought in the Age of Reform Robinson, 2001: Chapter 4 Living a Jewish Life pp 230 – 231What is Reform Judaism? Try this useful link: do we mean by the term Haskalah? Explain the significance of Tikkun Olam for Reform Jews. This link will help: Psalm 137:5 and what this might signify for keeping the memory of the temple alive. Why is the temple important and seen as fundamental by some Jews to their faith? Analyse reasons for similarities and differences between Orthodox and Reform Judaism and how this expresses religious identity. Assess the extent of rationalist influences on Reform Judaism.Explore the main criticisms levelled against Reform Judaism by Orthodox Judaism.Terms: Haskalah, kashrut, Tikkun Olam.10Review all topics covered so far. Revise key ideas and terminology.Re-visit essay structure and technique for answering questions across the paper. (Reminder of trigger words.)Centres teaching AS and AL concurrently will note that the requirement for AS has now been covered. The reference to set texts in the Anthology are useful for AS study but are only COMPULSORY for A Level. They can appear on an AL paper and can be referred to in either a general question or as an extract. This is a good point to review exam techniques and check which questions require longer answers. Check how marks are allocated and which assessment objectives are required.The papers will have NO CHOICE as ALL questions must be answered. Set short essay tasks for homework and consider techniques for covering topics precisely. Revise all topics. Some students might find mind maps useful for learning. There is a free mind map short course on the Tony Buzan site: reading and signposting techniques have served students well for revision purposes and then again in the examination. Go over the Assessment Objectives and trigger words used on the paper. Use the SAMS to check question styles. Set a MOCK EXAM.114 Social and historical developments4.1 Context to the modern development of Judaism and the shaping of Jewish identityThe significance of the destruction of the Temple and the diaspora on shaping Jewish identity. The impact of migration on the diaspora; key figures in these developments; interpretations about revelation and the authentic voice of Judaism.The Jewish response to the challenge of secularisation; the role of Judaism in a secular society; Jewish liberationist thinking – defending the poor and oppressed in a secular society.The Jewish response to the challenge of science; how far Jewish belief is compatible with scientific thinking.With reference to the ideas of I Gafni, R Kogel, G Cantor and M Swetlitz.a) Land, center and diaspora: Jewish constructs in late antiquity Gafni, Isaiah (Sheffield, Eng, Sheffield Academic Press)Cohn-Sherbok, 2003: Chapter 53 Modern Jewish ThoughtSong: By the Rivers of Babylon by Boney M (1978) on You Tube Linkb) Judaism in a secular age: an anthology of secular humanistic Jewish thought Kogel Renee, & Katz, Z. (KTAV Pub. House, 1995)c) Jewish Tradition and the Challenge of Darwinism, Geoffrey Cantor and Marc Swetlitz, Paperback (University of Chicago Press, 2006) Introduce the concept of the Jewish diaspora by playing the song. Debate the significance of the lyrics of this song for a migrant people. What is the Jewish diaspora? . Where did the Jews migrate to after the destruction of the temple in 70CE? Consider Psalm 137:4 ‘How can we sing the Lord’s song in a foreign land?’ What is the nature of immigrant Jewish life in the twentieth century? Is Jewish secularism possible? Research how various Jewish groups might respond. The concept of Tikkun Olam will be useful. Consider Mendelssohn’s approach to secular culture. (Will study in more detail in 5.1.)Summarise the Jewish response to scientific challenges by reading Swetlitz page 1-17, Chapter 1 pp 31-46 and Chapter 2 pp 47-57. This is a very clear outline that covers 4.1 bullet point c) on the Specification. Jewish literature is narrow on the religion and science debate and the suggested book covers this excellently. Terms: Diaspora, secularisation.124 Social and historical developments (continued)4.2 ZionismAim to reunite the Jews of the diaspora to return to the ‘Promised Land’; historical and religious context to origins, including Haskalah, issues of assimilation and persecutions and key developments, including limited immigration to Palestine as a result of anti-Semitism in the 19th century.Related to the state of Israel. Different interpretations of Zionism, including religious and political characteristics and cultural and practical Zionism.Debates about the covenant and the ‘Promised Land’; critics of Zionism and its rejection by some Orthodox views.With reference to the ideas of Y Gorny and J Neusner.Judaism and Zionism, Gorny, Y in The Blackwell Companion to Judaism, eds J. Neusner and A. J. Avery-Peck, Chapter 26 (Blackwell Publishing Ltd, Oxford, UK, 2003) The Doctrine of Israel, Neusner, J in The Blackwell Companion to Judaism, eds J. Neusner and A. J. Avery-Peck, Chapter 14 (Blackwell Publishing Ltd, Oxford, UK, 2003) Cohn-Sherbok, 2003: Chapter 52 Jewry after the Holocaust What is Zionism? Try this link: Distinguish between religious Zionism and political Zionism and their origins. Religious Zionism: beliefs and claimsBuild on work already done on the Jewish Diaspora [Spec 4.1 (a)] and consider discussing Genesis 12:7, Leviticus 26:33-45 and Amos 9:14-15. Explore the 19th Century rise of Zionism. Look at the rise of the ancient Jewish hope to return to their homeland, the rise of nationalism in the 19th century and anti-Semitism. Why was Zionism established to secure the land of Israel for the Jews? Political Zionism: Beliefs and Claims Debate whether political Zionism is the main problem for modern Jews? How can Zionism justify killing? Debate the significance of Theodore Herzl’s (1850-1904) contribution to the organised Zionist movement. . How do political Zionists raise awareness of Israel and encourage Jews to settle in Israel?Analyse the view that political Zionism is the main problem for Jews today.Assess the extent of support for Zionism within modern Judaism. Analyse 19th Century opposition to Zionism from Orthodox Jews, the Reform movement and the Socialist Bund. Terms: Religious Zionism, Political Zionism.134 Social and historical developments (continued)4.3 Holocaust (2)Significance for Jewish beliefs related to covenant relationship, context of anti-Semitism, and Nazi pogroms and the ‘Final Solution’.Jewish responses in terms of religious issues, loss of faith; death of God; God acting in history; suffering servant analogy; punishment and resurrection.With reference to the ideas of R Rubenstein and E Fackenheim.ANTHOLOGY:(2) Wiesel E - Night, pp. 41, 64–65, 66–69, 104–112 (Penguin UK, 2012) ISBN 9780141038995Approaches to Auschwitz: The Legacy of the Holocaust, Richard L. Rubenstein and John K. Roth (SCM Press, 2012)The Jewish Return into History: Reflections in the Age of Auschwitz and a New Jerusalem, Emil L Fackenheim (Schocken, 1988) FILMS: The Pianist, Schindler’s ListSCHOOL VISITS: 1) Auschwitz Concentration Camp in Oswiecim, Poland 2) Yad Vashem, Israel 3) Beth Shalom in Laxton, north NottinghamshireDivide the class into groups to study a selected chapter from Cohn-Sherbok, 2003, Chapters 49, 50, 51 on the following 3 questions: (1) Explain activities of the Nazi Regime against the Jews [Ch. 49] (2) The role of the death camps in the Final Solution [Ch. 50] (3) Why was the State of Israel formed? [Ch. 51] Why did Friedlander say ‘No Jew can discuss the Holocaust without confronting the issue of survival’?Read the extract from Weisel and use this to explain Weisel’s anguish over his experience of the Holocaust. Explain elements of Protest Theodicy found in the extract. Analyse the significance of the Jewish determination that the Holocaust will never happen again. Analyse different Jewish responses to the Holocaust (Cohn-Sherbok, 2003 Ch. 53 Modern Jewish Thought: Fackenheim, and Rubenstein amongst others). Assess the claim that the Holocaust meant that God had broken the covenant he had made with his chosen people. Terms: Pogrom, Final Solution, Kristallnacht, Theodicy, Protest Theodicy.NOTE: Excellent resources exist for this topic. Weisel is accessible and also compulsory as it appears on the set texts.145 Works of scholars5.1 Comparative study of Maimonides and Moses Mendelssohn (3) (4)The different contexts to Maimonides.The strengths and weaknesses of Maimonides within Judaism.Their contributions to an understanding of modern Judaism.Maimonides: his basic teachings of Judaism, including ‘The Thirteen Principles of Faith’. Noted for juridical works on the Pentateuch, Arabic commentary on the Mishnah and his codification of the Talmudic Law and especially the Guide to the Perplexed. Implications for belief and practice, ethics, scholarly debates, including his proofs for the existence of God and beliefs about creation, rejecting Greek philosophy, importance of prophecy, and contributions to the development of Judaism.With reference to the ideas of D Cohn-Sherbok and G Robinson.ANTHOLOGY: (3) Robinson G - Essential Judaism: A Complete Guide to Beliefs, Customs & Rituals, Chapter 8 The Philosophers: The continuing evolution of Jewish Thought, pp. 415–421, 428–433 (Simon and Schuster, 2008) ISBN 9781439117521(4) Taliaferro C, Quinn P (eds) – A Companion to Philosophy of Religion, Goodman L – Judaism, Chapter 5, pp. 43–55 (John Wiley and Sons, 1999) ISBN 9780631213284Cohn-Sherbok, 2003, Part I Chapter 32 The Philosophy of MaimonidesCohn-Sherbok, 2003, Part I Chapter 33 Jewish Philosophy after MaimonidesWho was Moses Maimonides [1135-1204]? is Maimonides concept of negative and positive attributes of G-d? Why did Maimonides favour the via negativa for closer knowledge of the Godhead? Explore key features of his philosophy and teachings. Why does Maimonides emphasise the importance of reason? Does Maimonides give equal importance to faith and reason? How does Maimonides’ philosophy differ from Rabbinic Judaism? Why was Maimonides’ theology perceived as a threat to Judaism? Explain Maimonides ‘Guide to the Perplexed’ [Note different sources replace ‘to’ with ‘of’ and ‘for’] as a statement of core beliefs for Judaism. Explore Maimonides arguments against anthropomorphism.Explore the Thirteen Principles of Faith as fundamental for Jewish belief and obligation. Analyse Maimonides’ understanding of biblical prophecy. [Cohn-Sherbok, 2003, Chapter 32]Assess Maimonides’ argument that the ideal of human perfection involves reason and ethical action. Terms: Anthropomorphism, via negativa, Mishnah.155 Works of scholars (continued)5.1 Comparative study of Maimonides and Moses Mendelssohn (3) (4)The different contexts to Moses Mendelssohn.The strengths and weaknesses of Moses Mendelssohn within Judaism.Their contributions to an understanding of modern Judaism.Moses Mendelssohn: translation of the Torah and the Psalms into German, linked to observance of Halakhah coupled with rationalism; arguments for immortality as unending moral progress. Harmony between revealed law and reason and similar approach in his argument for the existence of God and in support of freewill. Significance of Jewish practices to sustain Israel’s loyalty to God and influence on Haskalah, linked to European enlightenment, and acculturation and assimilation to the larger culture; critics such as Hatam Sofer.With reference to the ideas of D Cohn-Sherbok and G Robinson.ANTHOLOGY:(3) Essential Judaism: A Complete Guide to Beliefs, Customs & Rituals, Robinson G, Chapter 8 The Philosophers: The continuing evolution of Jewish Thought, pp. 415–421, 428–433 (Simon and Schuster, 2008) ISBN 9781439117521(4) A Companion to Philosophy of Religion, Goodman L – Judaism, Taliaferro C, Quinn P (eds), Chapter 5, pp. 43–55 (John Wiley and Sons, 1999) ISBN 9780631213284Cohn-Sherbok, 2003, Part I Chapter 43 The Emergence of Jewish Philosophy in the Enlightenment Who was Moses Mendelssohn [1729-1786]? Consider the context of the Enlightenment period. Why Mendelssohn was considered the most important thinker of the Haskalah. The focus of Mendelssohn on modernisation of Jewish culture and its relationship to secular culture. Reasons for translating the Pentateuch into German. Consider the work of the Maskilim in the same period. Why the work of the Maskilim differed to Mendelssohn’s relationship to tradition rabbinic Judaism. One of Mendelssohn’s well known works ‘Jerusalem’ and how it was a response to Spinoza’s general view and a specific challenge from an anonymous Christian to Mendelssohn. Consider the challenge from Hatam Sofer: Explore ways that Mendelssohn brought about a transformation of Jewish life and beliefs. Explore the strengths and weaknesses of Mendelssohn’s work.Terms: Haskalah, Enlightenment, Maskilim.165 Works of scholars (continued)5.1 Comparative study of Maimonides and Moses Mendelssohn (3) (4)d) A comparison of the work and influence of Maimonides and Moses MendelssohnRadio 4 Episode (43 minutes) Mendelssohn Moses Mendelssohn: Melvyn Brag… discusses the work and influence of the eighteenth-century philosopher Moses Mendelssohn… considered to be one of the principal architects of the Haskalah, the Jewish Enlightenment, and widely regarded as having helped bring Judaism into the mainstream of European culture. Mendelssohn is perhaps best remembered today for his efforts to bring Jewish and German culture closer together and for his plea for religious toleration…FIRST BROADCAST ON 22 MAR 2012, Edited from ‘In Our time’ ArchiveRadio 4 Episode (43 minutes) Maimonides Moses Maimonides: Melvyn Bragg… discusses the work and influence of Maimonides. Widely regarded as the greatest Jewish philosopher of the medieval period, Maimonides was also a physician and rabbinical authority. Also, known as Rambam, his writings include a 14-volume work on Jewish law, the Mishnah Torah, which is still widely used today, and the Guide for the Perplexed, a central work of medieval philosophy… Maimonides was also profoundly influenced by the Islamic world… FIRST BROADCAST ON 17 FEB 2011, Edited from ‘In Our time’ ArchiveExplore the similarities and differences between Maimonides and Mendelssohn. Draw up a table listing essential points from their life and works. Suggestions: best known works; intellectual interests; inclusivist approach; translations and/or commentaries; philosophical emphasis; theological emphasis; influence on Judaism; other points of your own.Analyse the significance of differences between Maimonides and Mendelssohn for Judaism.176 Religion and society6.1 Religious pluralismThe impact of migration on interfaith dialogue, debates about the Messiah, religious practice in a multi-cultural and secular society.Jewish attitudes to other faiths; exclusivism, inclusivism and pluralism studied from within Israel and/or the UK. Teachings regarding respect for non-Jewish truth claims.Diverse Jewish views about Jewish identity; role of birth, faith, works and ritual in Jewish identity.With reference to the ideas of M Persoff and J Hick.An Interpretation of Religion: Human Responses to the Transcendent John Hick (Palgrave MacMillan, 2004)Another Way, Another Time: Religious Inclusivism and the Sacks Chief Rabbinate (Judaism and Jewish Life) Meir Persoff (Academic Press, 2010)Cohn-Sherbok, 2003, Part 11 Chapter 90 Conversion Remind students of three great disasters that have befallen the Jewish people: 1. Nebuchadnezzar’s destruction of the temple and defeat of Judea in 587BCE; 2. The fall of Jerusalem to the Romans in 70 CE; 3. The Holocaust. All of these forced a great migration and the need to engage with another culture and religious practice. a) Highlight ways in which Mendelssohn sowed the seeds for interfaith dialogue [already studied Mendelssohn for 5.1 a)]. How can Jews be faithful adherents to the faith of their fathers and engage in interfaith dialogue?b) Explore how different denominations of Judaism encourage interfaith dialogue [Reform Judaism, Reconstructionist Judaism and Conservative Judaism]. Can you choose to be chosen? (Read extract on p 575 of Cohn-Sherbok, 2003) What is the Ottoman Millet system and why is it used in Israel today? c) What is Jewish identity? Are Jews interested in protecting religious freedom for everyone?Explore the key concepts of exclusivism, inclusivism, pluralism and particularism. Assess the strengths and weaknesses of modern Jewish thought on the relationship with other religions. Analyse the progress of religious pluralism in Israel. Terms: Reconstructionist Judaism, Exclusivism, Inclusivism, Pluralism, Particularism, Ottoman Millet system in Israel.186 Religion and society (continued)6.2 Equality and discrimination – genderThe relationship between Jewish identity and sexual identity; the changing roles of men and women and interpretations of equality in Judaism; norms of sexual behaviour and gender roles. The role of women in family life, the home and education.Debates about the role of women in leadership in the Synagogue. Orthodox compared to Reform views and practices. The development of Jewish feminism.With reference to the ideas of E Koltun, and D D Moore andKaplan.Exemplars for women rabbis could include Regina Jonas andJulia Neuberger.The Jewish Woman: New Perspectives Elizabeth Koltun (Schocken, 1976)Gender and Jewish History (The Modern Jewish Experience) Marion A. Kaplan and Deborah Dash Moore, Paperback (Indiana University Press, 2010)a) What does it mean to be a Jewish woman? Are women undermined by the patriarchal character of the Jewish tradition? [Cohn-Sherbok, 2003, Chapter 83 Life Cycle Events] Are women treated unfairly in a Jewish divorce? [Cohn-Sherbok, 2003, Chapter 85 Divorce]b) This topic is difficult to teach because the range of material available is narrow. Koltun’s book is a useful collection of readings that debates the need to liberate the Jewish woman from her traditional role in religion. Koltun addresses committed Jewish women who accept the central imperatives of Judaism and the basic importance of the family. Amongst a range of themes there is an interesting article by Carol Christ which offers a new version of an Eli Weisel’s God-man dialogue [Spec 4.3 and (2) anthology] whereby the God-woman dialogue debates freeing God from ‘bondage to patriarchal history’. c) Leadership roles for women in the synagogue within Reform Judaism explored. A history of women’s ordination as rabbis in this link will help: Analyse reasons for the refusal of Orthodox Judaism to accept women into the rabbinate.Evaluate the impact of the appointment of women rabbis within Judaism.19Complete any remaining topic areas, re-visit key terms and test knowledge of basic concepts before planning and embarking upon systematic revision and question practice.Professor Dunlosky has judged the effectiveness of popular revision techniques to be worth a re-think. On the scale below the best technique is called ‘distributed practice’ whereby learning and revision is spread out over time. This research was also reported on the BBC website in May 2013: Success of revision techniques from Low to High by Prof. Dunlosky.Elaborative interrogation - being able to explain a point or fact - MODERATE Self-explanation - how a problem was solved - MODERATE Summarising - writing summaries of texts - LOW Highlighting/underlining - LOW Keyword mnemonics - choosing a word to associate with information - LOW Imagery - forming mental pictures while reading or listening - LOW Re-reading - LOW Practice testing - Self-testing to check knowledge - especially using flash cards - HIGH Distributed practice - spreading out study over time - HIGH Interleaved practice – switching between different kinds of problems - MODERATEProfessor Dunlosky’s 2013: ‘Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology’ in SAGE Journals.Psychological Science in the Public Interest 14(1) 4–58 ? The Author(s) 2013 Reprints and permission:journals Permissions. nav DOI: 10.1177/1529100612453266 academic article is free to download from SAGE Journals.At this stage of the course various links between topics in the Specification have been established. Systematic revision will exploit links and there are opportunities where it would be sensible to use set texts and the two scholars studied for Specification 5.1 to enrich topics across the specification that they can be related to. Students also need to explore a link between this paper and the other papers that they have studied for A Level. This is a requirement that will be examined within the last question on the AL paper. Here are some suggested links: Paper 4, Option 4E 4.3 Holocaust could be linked to Paper 1 3.1 The Problem of Evil and 3.2 Theodicies in the Philosophy of Religion. Paper 4, Option 4E 1.2 Values b) could be linked to Paper 2, 2.2 Natural Moral Law in Religion and Ethics. These links are by no means exhaustive. Think about the most effective revision techniques: Professor Dunlosky’s research analyses popular revision techniques. His article cited above is worth some thought. ................
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