Jewish Studies

JWST GU4145 Topics in Israeli Cinema. 3.00 points.

Israel has a unique and constantly-evolving national cinema, the product of its diverse immigrant population, influences from neighboring nations, and dramatic national history. Beginning with artistic influences from abroad and culminating with native self-examinations, this course will provide a survey of Israeli film history, recurring foci of Israeli cinema, and introductions to influential filmmakers from early director and impresario Menahem Golan to Orthodox writer/director Rama Burshtein. Each class meeting will include a complete screening of an Israeli feature film, as well as clips of related works. Readings will include critical essays and histories which elaborate on in-class screenings and cover additional topics and films. Written assignments will be three analytical essays which will encourage critical thinking, close analysis of films, and independent research beyond the materials presented in class. All readings are in English. All feature films and film clips are in Hebrew (some include Arabic), and will be presented with English subtitles. Students fluent in Hebrew and Arabic are encouraged to interpret the dialogue for additional meaning that may not be translated in the subtitles

JWST GU4990 Topics in Jewish Studies. 4.00 points.

This course approaches Jewish Studies from theoretical and pedagogical standpoints. In addition to looking back at ancient, medieval and Early Modern approaches to the study of Jewish topics and examining the theoretical, historical and religious underpinnings of Jewish Studies as a modern discipline, we will also read theoretical writings from related disciplines. The course will balance these materials with pedagogical materials and exercises. Faculty from disciplines related to Jewish Studies will visit the seminar to offer perspectives on current approaches to the field, and the class will visit the Rare Book and Manuscript Library with Jewish Studies Librarian Michelle Chesner. This course is required for students in the Jewish Studies MA program. It is open to graduate students, and advanced undergraduates may register with permission from the instructor. Please note that faculty visits will be added to the syllabus as they are scheduled

JWST GU4147 Between Tradition ＆ Innovation: Readings in Hasidic History and Literature. 3.00 points.

The popular eighteenth-century mystical revivalist movement known as Hasidism transformed the religious and cultural life of Eastern European Jewry and remains a vibrant form of Judaism to this day. This seminar will introduce students to the history, ideology and major personalities of the Hasidic movement through a close reading of a broad selection of primary texts, including mystical tracts, collections of sermons, spiritual directives, hagiographical tales and polemical writings. We will explore the mystical ideas and practices taught by the founders of the movement, the new forms of leadership they developed and the fierce controversies they aroused. We will also consider the role played by Hasidic literature in the formation and spread of the movement and the tensions it embodied between tradition and innovation, elitism and populism, and oral and written modes of communication. This course is open to graduate students and advanced undergraduates may register with permission from the instructor

JWST GU4156 An Introduction to World Zionist Thought. 4.00 points.

In this course, students will be exposed to a range of different ideas and movements that, together, constitute(d) “Zionism.” Although Israel is frequently in the news, the ideology that lies, in many ways, at the heart of Israeli politics and society is often represented in simplistic – even superficial or inaccurate – terms. Far more than a mere example of “nationalism,” Zionism has variously been interwoven with struggles over land, labor, gender, religion, and identity in not only Palestine/Israel, but also North Africa, East Africa, Southwest Asia, Central Asia, Europe, the Americas, and beyond. Throughout the semester, students will read both primary and secondary sources in order to understand Zionism in its myriad meanings. Part I of the course will explore some of the basic tenets and debates of Zionism, with a focus on ideas prominent in the early twentieth century, such as socialism and Hebraism. Part II of the course will examine the ways in which Zionist ideas conceived in the Ottoman Empire and Europe diverged and took on new and renewed meaning as the Zionist movement reached global dimensions

JWST UN2155 Music, Sound, and Antisemitism. 3.00 points.

From the Middle Ages to the present, individuals involved in making and writing about music, have engaged in behaviors, creations, and discourses steeped in hatred of Jews. This course examines the various ways in which these individuals have used music to perform and inscribe, symbolize, describe, and editorialize antisemitism. In so doing, it focuses on musicking—a term that encompasses all musical activity from composing to performing to listening—in the realms of art music, popular music, and non-Western traditions, as well as of genres that synthesize different styles. It also draws on sound, including language and speech as well as writings such as Wagner’s Judenthum in der Musik (1848−50/69) and Carl Engel’s The Music of the Most Ancient Nations (1864). All of these will serve as a window through which to address the types of Jew-hatred that have become known since the mid-nineteenth century as antisemitism—religious, national and ethnic, political, populist, economic, and institutional—as well as hate speech or “hate talk” and the Jewish responses to it. A basic familiarity with music is helpful for this course, but it is not required as long as there is an openness to listening to music and a commitment to basic aural analysis. You do not need to know Jewish history to take this class, nor do you need to be able to read music. Translations will be provided, and musical analysis will be well explained. Suggested prerequisites: Music Humanities (Columbia University) or An Introduction to Music (Barnard)

MDES UN1501 1ST YR MOD HEBREW:ELEM I. 5.00 points.

This is an introductory course for which no prior knowledge is required. Equal emphasis is given to listening, speaking, reading, writing and grammar. Daily homework includes grammar exercises, short answers, reading, or paragraph writing. Frequent vocabulary and grammar quizzes. No P/D/F or R credit is allowed for this class

MDES UN2501 2ND YR MOD HEBREW:INTER I. 5.00 points.

Prerequisites: MDES W1511 or the equivalent.
Prerequisites: 1st Year Modern Hebrew II or the equivalent and instructor's permission. Equal emphasis is given to listening, speaking, reading and writing. Regular categories of the Hebrew verb, prepositions, and basic syntax are taught systematically. Vocabulary building. Daily homework includes grammar exercises, short answers, reading, or short compositions. Frequent vocabulary and grammar quizzes. No P/D/F or R credit is allowed for this class

MDES UN2516 INT HEBREW:INTENSVE GRAMMAR REV. 4.00 points.

This course focuses on Modern Hebrew grammar, and verb conjugation in particular. It is designed for students with substantial knowledge of Modern Hebrew. Over the semester, students will systematically review the grammatical patterns of regular verbs (shlemim), and learn the grammatical patterns of the irregular verbs (gzarot), as well as several other grammatical topics. After successful completion of this course, the foreign language requirement will be fulfilled (for students of Columbia College and other academic units that require a 4th-semester proficiency). Successful completion of this course also allows students to register in third-year Modern Hebrew

MDES UN2517 HEBREW FOR HERITAGE SPEAKERS I. 4.00 points.

Fee: Language Resource Center Fee - 15.00

Prerequisites: Permission of instructor. Hebrew for Heritage Speakers I forms part of a year-long sequence with Hebrew for Heritage Speakers II. The course is intended for those who have developed basic speaking and listening skills through exposure to Hebrew at home or in day-school programs but do not use Hebrew as their dominant language and have not reached the level required for exemption from the Columbia language requirement. Heritage speakers differ in the degree of their fluency, but their vocabulary is often limited to topics in daily life and many lack skills in reading and writing to match their ability to converse. The course focuses on grammar and vocabulary enrichment, exposing students to a variety of cultural and social topics in daily life and beyond. By the end of the semester students are able to read and discuss simple texts and write about a variety of topics. Successful completion of the year-long sequence prepares students to enroll in third-year modern Hebrew. No P/D/F or R credit is allowed for this class

MDES GU4501 READINGS IN HEBREW TEXTS I. 4.00 points.

Prerequisites: (MDES GU4510) and (MDES GU4511) MDES W4510, MDES W4511, or the instructor's permission.
Prerequisites: (MDES GU4510) and (MDES GU4511) 3RD Year Modern Hebrew or the instructor's permission. This course focuses on central identities shaping Israeli society and is designed to give students extensive experience in reading Hebrew. Through selected readings of contemporary literary works and media texts, students will increase their proficiency in Hebrew and enhance their understanding of Israeli culture and society. All readings, written assignments, and class discussions are in Hebrew. No P/D/F or R credit is allowed for this class

MDES GU4510 3RD YR MODERN HEBREW I. 4.00 points.

Prerequisites: Hebrew W1513 or W1515 or the instructor's permission. Students are expected to have basic familiarity with regular and irregular verbs in five categories of the Hebrew verb system: Pa'al, Pi'el, Hif'il, Hitpa'el and Nif'al.
Prerequisites: 2nd Year Modern Hebrew II, Hebrew for Heritage Speakers II, or the instructor's permission. This course is designed to take students from the intermediate to advanced level. Students will further develop their reading, writing, speaking, and listening skills in Hebrew through an examination of a wide range of sources, including short stories, poems, visual arts, popular music, television shows and films. All readings, written assignments, and class discussions are in Hebrew. No P/D/F or R credit is allowed for this class

HIST UN2611 JEWS ＆ JUDAISM IN ANTIQUITY. 4.00 points.

  Field(s): ANC

HIST GR8132 THE JEWISH BOOK IN EARLY MOD WORLD. 4.00 points.

This course will situate the Jewish book within the context of the theoretical and historical literature on the history of the book: notions of orality and literacy, text and material platform, authors and readers, print and manuscript, language and gender, the book trade and its role in the circulation of people and ideas in the early age of print

HIST GU4641 HOLOCAUST GENOCIDE-AMER CULTRE. 4.00 points.

When the Holocaust Museum in Washington, D.C. opened in 1993, some people asked why a "European" catastrophe was being memorialized alongside shrines to Washington, Jefferson, and Lincoln while there was still no museum documenting the experience of African slaves in the United States or the effort to exterminate the Native Americans on this continent. How American intellectuals have thought about the Nazi regime and the Holocaust in Europe since before the Second World War and in the latter half of the twentieth century is te focus on this course. The course will also compare the ways the United States narrates, conceptualizes and deals with the Holocaust as oppsed to other genocidal events. This course is comparative at its core as it examines how intellectuals and institutions spanning from Hannah Arendt to the United Nations to the US Holocaust Museum have woven this event into American culture

CLGR UN3458 Netflix Culture. 3.00 points.

Netflix Culture “Whether you are in Sydney or St. Petersburg, Singapore or Seoul, Santiago or Saskatoon, you now can be part of the internet TV revolution. No more waiting. No more watching on a schedule that’s not your own. No more frustration. Just Netflix.” (Netflix CEO Reed Hastings, 2016) The word “Netflix” refers not simply to the American online video store that became a streaming service in the twenty-first century＆#39;s first decade and an international production company in the second. It is a synecdoche for the widespread popularization of Internet TV seen in the success of SVODs (subscription video-on-demand services) like Amazon Prime Video, Disney , and Apple TV . The course will focus on the pioneering role of the Netflix streaming service and its dominant role in the creation and distribution of popular film and television content. In recent years, the success of internationally acclaimed productions has signaled a renewed interest in global histories and cultures, many of which were produced by Netflix and made available worldwide through its streaming service. The course discusses how processes of distribution and redistribution set in motion by the streaming service call for us to reconsider and reapproach ideas advanced by cultural studies that now seem unsuitable for delineating the full scope of Internet TV’s proliferation. We analyze Netflix series in the global scene and examine how global contents are tied to the emergence of unique genres. How do recent Netflix productions change, modify, or reimagine the narratives of national histories and cultures globally? Has the international online platform and film market more generally changed national images and stereotypes? More specifically, which genre conventions emerge from global politics and these new modes of streaming services? How have the series assimilated to international market conditions and audiences? Has the serial dispositive of television (as opposed to film), as well as the different viewing venues (private space of one’s home) and mode of consumption (binging), changed how global contents are presented? Each week will focus on a different genre and analyze central episodes from two different series

CLSL GU4029 Bible, Literature, Theory. 3.00 points.

This class aims to introduce the students to the field of Bible and Literature, with special attention to the Hebrew Bible and to Literary Theory. We will read portions of Genesis, Numbers, Jonah, Hosea, Ezekiel, Esther, Mark, and Revelations, and discuss it in tandem with literary theory as well as 20th Century literary texts. Literary theory, this class will argue, is central for our understanding of the Bible, and, at the same time, the Biblical text is essential for the manner in which we theorize literature. Our discussion will be guided by four loosely interconnected questions: What insights can we gain about the theology of the Biblical text from a literary analysis? What happens to theological ideas once they are dramatized and narrativized? In what way can modern literary adaptations of the Bible contribute to our understanding of the Biblical text? How does the Bible challenge and trouble some of the perceived ideas of literary theory? The syllabus is divided into three units. The first unit —Bible and Literature in Theory, offers a survey of some of the scholarly approaches to the intersection of literature and theology. We will read theory that interrogates the intersection of theological and literary concepts, focusing on omniscience, authorship, temporality, characterization, and plot. The second unit —Literature as Biblical Exegesis, shifts the focus to a reading of Biblical texts in tandem with their modern literary and cinematic interpretations, focusing on Job and Esther. What, we will ask, happen to the Biblical world once it is being refracted through a modern sensibility? How can we take literature seriously as Biblical hermeneutics? The third unit —Recent Directions, introduces some of the recent directions in the field, focusing on how literature imagines the relationship between Bible, archeology, and modernity, as well as on the intersection of Biblical literature, fantasy, and science fiction

CLSL GU4012 Holocaust Literature: Critical Thinking in Dark Times. 3.00 points.

How do you write literature in the midst of catastrophe? To whom do you write if you don’t know whether your readership will survive? Or that you yourself will survive? How do you theorize society when the social fabric is tearing apart? How do you develop a concept of human rights at a time when mass extermination is deemed legal? How do you write Jewish history when Jewish future seems uncertain? This course offers a survey of the literature and intellectual history written during World War II (1939-1945) both in Nazi occupied Europe and in the free world, written primarily, but not exclusively, by Jews. We will read novels, poems, science fiction, historical fiction, legal theory and social theory and explore how intellectuals around the world responded to the extermination of European Jewry as it happened and how they changed their understanding of what it means to be a public intellectual, what it means to be Jewish, and what it means to be human. The aim of the course is threefold. First, it offers a survey of the Jewish experience during WWII, in France, Russia, Poland, Latvia, Romania, Greece, Palestine, Morocco, Iraq, the USSR, Argentina, and the United States. Second, it introduces some of the major contemporary debates in holocaust studies. Finally, it provides a space for a methodological reflection on how literary analysis, cultural studies, and historical research intersect

RELI UN2306 INTRO TO JUDAISM. 4.00 points.

A historical overview of Jewish belief and practice as these have crystallized and changed over the centuries. Special attention to ritual and worship, the forms of religious literature, central concepts, religious leadership and institutions, Israel among the nations

RELI GU4509 CRIME/PUNISHMENT-JEWISH CULTRE. 4.00 points.

Jews have stood on every imaginable side of criminal justice: accuser and accused; prosecutor, defendant, and defender; judge and judged; spectator; storyteller; journalist; critic; advocate. How did Jews approach these various roles, and what notions of crime, criminality, punishment, and justice did they bring with them? This course crosses chronological eras, geographical regions, and academic disciplines to explore configurations of crime and punishment in Jewish cultures. It strives to achieve a balance in its coverage of Ashkenaz vs. Sefarad; ancient, late ancient, medieval, modern, and contemporary Judaisms; the specific and historical vs. the philosophical and theoretical; and varieties of sex, race, and gender. The role of classical Jewish texts, theology, and community in shaping Jewish approaches to criminal justice will all be considered

SOCI UN3285 ISRAELI SOC ＆ ISR-PLS CONFLICT. 3.00 points.

The purpose of the course is to acquaint students with Israeli society through the lens of the Israeli- Palestinian conflict. The underlying assumption in this course is that much of the social, economic, political, and cultural processes in contemporary Israel have been shaped by the 100-year Israeli- Arab/Palestinian conflict

SOCI GR6161 Dynamics of the Israeli-Palestinian Conflict. 4.00 points.

The seminar will explore the Israeli-Palestinian (and Israeli-Arab) conflict from the beginning of the 20th century until today. The first part of the seminar will focus on the historical background informing the conflict and leading to the Palestinian refugee problem and the establishment of a Jewish, but not Palestinian, state in 1948. The second part of the seminar focuses on Palestinian-Arab citizens in Israel, Israel’s occupation of the West Bank and Gaza, the settlement project, and possible political solutions, as well as the USA's role and its impact on the conflict, the occupation, and the current Gaza war

YIDD UN1101 ELEMENTARY YIDDISH I. 4.00 points.

This course offers an introduction to the language that has been spoken by the Ashkenazi Jews for more than a millennium, and an opportunity to discover a fabulous world of Yiddish literature, language and culture in a fun way. Using games, new media, and music, we will learn how to speak, read, listen and write in a language that is considered one of the richest languages in the world (in some aspects of vocabulary). We will also venture outside the classroom to explore the Yiddish world today: through field trips to Yiddish theater, Yiddish-speaking neighborhoods, Yiddish organizations, such as YIVO or Yiddish farm, and so on. We will also have Yiddish-speaking guests and do a few digital projects. At the end of the two-semester course, you will be able to converse in Yiddish on a variety of everyday topics and read most Yiddish literary and non-literary texts. Welcome to Yiddishland!

YIDD UN2101 INTERMEDIATE YIDDISH I. 4.00 points.

Prerequisites: YIDD W1101-W1102 or the instructor's permission.
Prerequisites: YIDD UN1101-UN1102 or the instructor's permission. This year-long course is a continuation of Elementary Yiddish II. As part of the New Media in Jewish Studies Collaborative, this class will be using new media in order to explore and research the fabulous world of Yiddish literature, language, and culture, and to engage in project-oriented activities that will result in creating lasting multi-media online presentations. In addition to expanding the command of the language that has been spoken by the Ashkenazi Jews for more than a millennium, i.e. focusing on developing speaking, reading, writing and listening skills, and on the acquisition of more advanced grammatical concepts, students will also get some video and film editing training, and tutorials on archival research. The class will continue to read works of Yiddish literature in the original and will venture outside of the classroom to explore the Yiddish world today: through exciting field trips to Yiddish theater, Yiddish-speaking neighborhoods, YIVO, Yiddish Farm, and so on. And we will also have the Yiddish native-speaker guest series. Welcome back to Yiddishland!

YIDD UN3333 ADVANCED YIDDISH. 3.00 points.

May be repeated for credit.

Prerequisites: YIDD W1201-W1202 or the instructor's permission.
Prerequisites: YIDD UN2101-YIDD UN2102 or the instructor's permission. Reading of contemporary authors. Stress on word usage and idiomatic expression, discussion

YIDD GU4113 Yiddish for Academic Purposes I. 3 points.

The course focuses on developing skills in reading and translating Yiddish texts for academic research. It starts with an accelerated review of Yiddish grammar, accompanied by short texts and grammar and translation exercises, and then continues with reading a variety of more advanced literary and scholarly texts. Some of the material listed on the syllabus may be substituted by texts suggested by the students. The objective of the class is to acquire solid grammar base as well as reading proficiency that goes beyond word-for-word translation, includes skills of making reasonable guessed based on the context, and develops reading strategies. The course is designed primarily for graduate students who need to conduct research in Yiddish but it is open to everyone. No knowledge of Yiddish required but some background is strongly recommended.

JWST GU4158 Zionist Thought: Center and Periphery. 4.00 points.

In this course, students will learn about some of the many manifestations of Zionist thought and organizing from the nineteenth century to the present day. The term “Zionism” is much-debated, but usually with little direct reference to its myriad meanings over time and space. The priorities, concerns, and ideas of Zionists in 1940s Algeria might differ greatly from contemporaneous Egyptian Zionist circles. On the other hand, twenty-first century American Zionists might have more in common with 1910s Ottomanists than one would expect. Each week, we will explore a different region of the world, examining Zionism in the Ottoman Empire, ‘Iraq, Iran, India, Yemen, ‘Aden, Europe, North Africa (Algeria, Tunisia, Morocco, Libya, and Egypt), Sub-Saharan Africa (Ethiopia, Eritrea, Djibouti, and Nigeria), South America, the United States, and Israel. Doing so will allow us to develop an expansive understanding of Zionist thought, shedding light on critical debates and current events in Israel and around the world

JWST GU4600 History of Modern Israel. 4.00 points.

While Israel is perhaps one of the most discussed and debated state in the world – only few onlookers have a deep understanding of Israel’s complex and fragmented society and politics. This course invites the students into a journey to the historical and current Israeli politics and society by introducing the creation of the Israeli Democracy, the main political debates, different ideological visions, and the main cleavages and demographic divisions that have driven Israeli society from 1948 through the present days. By presenting continuation and changes in Israel history and society the students will learn about the main events in Israel history with respect to military and diplomatic issues, different groups and parties – among them, Ultra-Orthodox (Haredim), Palestinian citizens of Israel, Ethiopian Jews, Religious Zionist, Jewish settlers, Ashkenazi vs Mizrahi/Sephardic Jews – which create the fabric of Israel politics and society from its formative years to the current era. With an eye open to current developments, the course will also discuss new trends in Israeli politics. In addition to the reading and primary sources, the students will watch and review films about Israeli politics and culture. At the end of the course the students will gain a better understanding of Israel and its complexities. Course Objectives By the end of the course students will, (1) Understand Israel’s broad and diverse social and political spectrum, with an emphasis on historical events and core issues (the peace process, religion-state dynamics, etc.) 2. Be able to discuss and write intelligently about Israel’s history, politics and culture

JWST GU4601 The History of Mizrahi Jews. 4.00 points.

The term “Mizrahi Jews” defines the Jews who lived under Islamic rule throughout the Middle East and North Africa since the Ottoman era. Most of the Jewish settlement in that area began before the Muslim conquest, and since then created a unique heritage that absorbed local Muslim customs and languages alongside the Jewish cultural and religious traditions of those areas. Jewish presence in these countries of Islam ended almost completely in the mid-20th century after most Jews emigrated to Israel and a minority migrated to other countries. In 1948, the year Israel was founded, about a million Jews lived in the countries of Islam, while in 2024, about 30,000 remained, mostly in Turkey and Iran. Each of the communities in the region had its unique world of history, culture, and heritage, alongside common similarities shared by most of these communities. However, the research literature on them - referred to as Arab-Jews, Mizrahim, or Sephardi - is still lacking compared to the research on European Jews. In this course, we will learn about the history, sociology, culture, and intellectual horizons of those Jews who lived in Arab countries and later immigrated to Israel. The reading will pay special attention to the ways they were absorbed in Israel, to their difficulties and processes of integration - all against the backdrop of the current Israeli-Arab conflict and memories of past coexistence. By that, we will also examine broader questions concerning decolonization processes, nationalism, identities, secularization, and religion. The main part of the second stage of this course will outline the contours of Mizrahi culture in their homelands and later in Israel as it has developed in recent decades in various fields: music, literature, television, cinema, food, theater, art, and more. In addition to the articles, the students will watch and review films, music shows, speeches, and other primary sources At the course's end, the students will better understand the unique history, politics, and culture of Mizrahi Jews

JWST GU4155 Auteur Study: Steven Spielberg. 3.00 points.

The world’s most influential living film director and the most impactful creator of popular culture in the last quarter of the Twentieth Century is a Jewish-American. Steven Spielberg’s uncanny grasp of visual storytelling and his auteurist signature can be found on every film he has directed, as well as many he has produced. This course will analyze the content and formal construction of Spielberg’s films by following their thematic through-lines – family ties (strained and healthy), the implacable threat, humanity at war, man vs. the natural world, the child’s perspective, Jewish identity and others – in films as disparate as Jaws and The Color Purple. Each class meeting will include a complete screening of a feature film directed by Steven Spielberg, as well as clips of related films by Spielberg. Readings will include critical essays, histories, and interviews which elaborate on in-class screenings and cover additional topics and films. Written assignments will be three analytical essays which will encourage critical thinking, close analysis of film texts, and independent research beyond the materials presented in class

SPJS UN3303 JEWISH CULTURE IN TRANSL IN MED IBERIA. 3.00 points.

The course explores both the practice of translation (the rendering of texts from one language into another) and the idea of translation (as a medium of cultural transmission) in medieval Iberia. Jews were not only the paradigmatic translators of texts from Arabic to Latin and Castilian but were also translators of literary phenomena into the Jewish literary cultures of Iberia. Further, Hebrew texts made their way into Romance languages, rendered by both Jewish and non-Jewish writers. Theoretical materials on translation and historical background on translation practices of the period will accompany readings. All readings are in English, but all texts will be made available in the original language, and students are encouraged to read in the original whenever possible. Sources in bold are primary sources. Students are expected to spend three hours preparing for each class session

RELI UN3199 THEORY. 4.00 points.

An exploration of alternative theoretical approaches to the study of religion as well as other areas of humanistic inquiry. The methods considered include: sociology, anthropology, philosophy, hermeneutics, psychoanalysis, structuralism, genealogy, and deconstruction. (Previous title: Juniors Colloquium)

ENRE BC3145 Jews in Christian Narrative. 4.00 points.

Since the beginning of the movement that would become Christianity, Jews have occupied a unique – and uniquely fraught – position in the Christian imagination. Why did so few of the very Jews to whom Jesus preached accept him as their messiah? Why, as the Church grew in wealth and influence, did Jews continue to live in Christian communities, and what was their proper place in Christian society? In our course, we will read early and medieval Christian narratives about Jews that are, in many ways, an attempt to answer these questions – dark imaginative visions of Jews as child-killers, cannibals, and devil worshippers. We will use narrative, psychological, and literary theory as tools to analyze these tales and to make sense of their complicated and continuing legacy

RELI UN1452 Animals and Religion. 4.00 points.

Religion features animals everywhere, from the lion lying with the lamb in biblical prophecy, to the beasts that populate many myths, to beliefs in the transmigration between human and animal souls, to legislations and rituals for animal slaughter, to religious responses to animal suffering, to a range of positions on meat-eating and vegetarianism, and the list keeps going. “Animals and Religion” introduces you to the many different ways that the world’s religious traditions approach nunhuman beings — the creatures we call “animals.” We will address animals in the big “world religions” such as Buddhism, Hinduism, and the “Abrahamic” traditions, as well as in local and indigenous traditions and in secular spiritualities, from antiquity to today. We will conduct our inquiry under the shadow of species extinction, factory farming, and other forms of species-based oppression. The course will explore how religious traditions are obstacles as well as rich resources in contemporary thinking about the question of the animal and in the choices we make regarding fellow creatures

RELI UN1620 RELIGION ＆ THE MOVIES. 4.00 points.

This class is an introduction to both film and religious studies and aims to explore their interaction. Ranging from auteurs to blockbusters, the course will analyze movies that make use of the sacred and of religious themes, figures or metaphors. The course will probe the definitions and boundaries of religion -as theology, myth, ideology- and will show students how religion remains a critical presence in the arts, even in a secular guise. We will look at the ways in which popular culture can serve religious functions in contemporary society and examine how faith is represented in popular culture

YIDD UN1102 ELEMENTARY YIDDISH II. 4.00 points.

This course offers an introduction to the language that has been spoken by the Ashkenazi Jews for more than a millennium, and an opportunity to discover a fabulous world of Yiddish literature, language and culture in a fun way. Using games, new media, and music, we will learn how to speak, read, listen and write in a language that is considered one of the richest languages in the world (in some aspects of vocabulary). We will also venture outside the classroom to explore the Yiddish world today: through field trips to Yiddish theater, Yiddish-speaking neighborhoods, Yiddish organizations, such as YIVO or Yiddish farm, and so on. We will also have Yiddish-speaking guests and do a few digital projects. At the end of the two-semester course, you will be able to converse in Yiddish on a variety of everyday topics and read most Yiddish literary and non-literary texts. Welcome to Yiddishland!

YIDD UN2102 INTERMEDIATE YIDDISH II. 4.00 points.

Prerequisites: YIDD W1101-W1102 or the instructor's permission.
Prerequisites: YIDD UN1101-UN1102 or the instructor's permission. This year-long course is a continuation of Elementary Yiddish II. As part of the New Media in Jewish Studies Collaborative, this class will be using new media in order to explore and research the fabulous world of Yiddish literature, language, and culture, and to engage in project-oriented activities that will result in creating lasting multi-media online presentations. In addition to expanding the command of the language that has been spoken by the Ashkenazi Jews for more than a millennium, i.e. focusing on developing speaking, reading, writing and listening skills, and on the acquisition of more advanced grammatical concepts, students will also get some video and film editing training, and tutorials on archival research. The class will continue to read works of Yiddish literature in the original and will venture outside of the classroom to explore the Yiddish world today: through exciting field trips to Yiddish theater, Yiddish-speaking neighborhoods, YIVO, Yiddish Farm, and so on. And we will also have the Yiddish native-speaker guest series. Welcome back to Yiddishland!

MDES UN2518 HEBREW FOR HERITAGE SPEAKERS. 4.00 points.

Prerequisites: MDES W1517
Prerequisites: Hebrew for Heritage Speakers I Hebrew for Heritage Speakers II forms the second part of a year-long sequence with Hebrew for Heritage Speakers I. The course is intended for those who have developed basic speaking and listening skills through exposure to Hebrew at home or in day-school programs but do not use Hebrew as their dominant language and have not reached the level required for exemption from the Columbia language requirement. Heritage speakers differ in the degree of their fluency, but their vocabulary is often limited to topics in daily life and many lack skills in reading and writing to match their ability to converse. The course focuses on grammar and vocabulary enrichment, exposing students to a variety of cultural and social topics in daily life and beyond. By the end of the semester students are able to read and discuss simple texts and write about a variety of topics. Successful completion of the year-long sequence prepares students to enroll in third-year modern Hebrew. No P/D/F or R credit is allowed for this class

MDES GU4501 READINGS IN HEBREW TEXTS I. 4.00 points.

Prerequisites: (MDES GU4510) and (MDES GU4511) MDES W4510, MDES W4511, or the instructor's permission.
Prerequisites: (MDES GU4510) and (MDES GU4511) 3RD Year Modern Hebrew or the instructor's permission. This course focuses on central identities shaping Israeli society and is designed to give students extensive experience in reading Hebrew. Through selected readings of contemporary literary works and media texts, students will increase their proficiency in Hebrew and enhance their understanding of Israeli culture and society. All readings, written assignments, and class discussions are in Hebrew. No P/D/F or R credit is allowed for this class

MDES GU4532 Beyond Human in Modern Hebrew Literature. 4.00 points.

“The possibility of pogroms,” claims Theodor Adorno, “is decided in the moment when the gaze of a fatally-wounded animal falls on a human being. The defiance with which he repels this gaze—’after all it's only an animal’—reappears irresistibly in cruelties done to human beings.” This course traces the development of Modern Hebrew literature, from its fin-de-siècle revival to contemporary Israeli fiction, through the prism of animality and animalization. We will focus on human-animal relations and animalization/dehumanization of humans in literary works by prominent Hebrew authors, including M.Y. Berdichevsky, Devorah Baron, S.Y. Agnon, Amos Oz, David Grossman, Orly Castel-Bloom, Almog Behar, Etgar Keret, and Sayed Kashua. Employing posthumanist and ecofeminist theoretical lenses, we will analyze the bio-political intersections of species and gender, as well as animalization as a process of otherization of marginalized ethnic groups. Throughout the course, we will ask questions, such as: why animals abound in Modern Hebrew literature? Are they merely metaphors for intra-human issues, or rather count as subjects? What literary devices are used to portray animals? How has the depiction of human-animal relations changed in Hebrew over the last 150 years? How do cultural and political frameworks inform representations of human-animal relations? No prior knowledge of Hebrew is required; all readings and class discussions will be in English. Course participants with reading knowledge of Hebrew are encouraged to consult the original literary texts, provided by the instructor upon request

MDES GU4511 3RD YR MODERN HEBREW II. 4.00 points.

Prerequisites: MDES W4510 or MDES W1515 or the instructor's permission.
Prerequisites: Third Year Modern Hebrew I or Hebrew for Heritage Speakers II Focus on transition from basic language towards authentic Hebrew, through reading of un-adapted literary and journalistic texts without vowels. Vocabulary building. Grammar is reviewed in context. A weekly hour is devoted to practice in conversation. Daily homework includes reading, short answers, short compositions, listening to web-casts, or giving short oral presentations via voice e-mail. Frequent vocabulary quizzes. No P/D/F or R credit is allowed for this class

MDES UN2502 2ND YR MODERN HEBREW II. 5.00 points.

Prerequisites: MDES W1512.
Prerequisites: Second Year Hebrew: Intermediate I or instructor permission. Equal emphasis is given to all language skills. Irregular categories of the Hebrew verb, prepositions and syntax are taught systematically. Vocabulary building. Daily homework includes grammar exercises, short answers, reading, or writing short compositions. Frequent vocabulary and grammar quizzes. (Students completing this course fulfill Columbia College and Barnard language requirement.) No P/D/F or R credit is allowed for this class

MDES UN1502 1ST YR MOD HEBREW:ELEM II. 5.00 points.

Prerequisites: MDES W1510, or the equivalent, based on performance on the placement test.
Prerequisites: MDES UN1501, or the equivalent, based on performance on the placement test. Continued introduction to Hebrew, with equal emphasis on all languages skills. (See MDES UN1501.) No P/D/F or R credit is allowed for this class

MDES UN1502 1ST YR MOD HEBREW:ELEM II. 5.00 points.

Prerequisites: MDES W1510, or the equivalent, based on performance on the placement test.
Prerequisites: MDES UN1501, or the equivalent, based on performance on the placement test. Continued introduction to Hebrew, with equal emphasis on all languages skills. (See MDES UN1501.) No P/D/F or R credit is allowed for this class

HIST UN2100 EARLY MOD EUR: PRINT ＆ SOCIETY. 4.00 points.

This course will examine key cultural, political, and religious developments in early modern Western Europe (c. 1500-1800) using the lens of print technology and culture as entry point. From the Reformation of Luther, to the libelles of pre-revolutionary France, from unlocking the mysteries of the human body to those of the heavens, from humanist culture to the arrival of the novel, no important aspect of European culture in the early modern centuries can be understood without taking into account the role of print. Its material aspects, its marketing and distribution channels, and its creation of new readers and new “republics” form the contours of this course

HIST GU4601 JEWS-LATER ROMAN EMP,300-600CE. 4.00 points.

This course will explore the background and examine some of the manifestations of the first Jewish cultural explosion after 70 CE. Among the topics discussed: the Late Roman state and the Jews, the rise of the synagogue, the redaction of the Palestinian Talmud and midrashim, the piyyut and the Hekhalot

HIST GU4632 Jews in the Ancient City: Politics and Materiality. 4.00 points.

This course will examine the experience of Jews in the cities of the eastern Roman Empire, offering a challenge to modern hypotheses of Jewish corporate stability in that setting and contributing to modern discussions of the relations between the Roman state, Greek cities, and Jewish and Christian subjects