PHL 324-01/REL 383-01, Philosophies of Judaism [last updated
August 25, 2024]
Fall 2024, MWF 9:30-10:20am (please remember to check online for
last minute room changes!)
Prof. Michael Kagan
Zoom Office Hours - MW -10:35-11:20am, and by appointment.
Email:kagan@lemoyne.edu
We will consider a variety of Jewish philosophical responses to fundamental problems and concerns including human nature, faiths/reasons controversies, theories of revelation, existential and feminist Jewish philosophies. Be willing to struggle with difficult philosophical texts and issues. Requirements include participation, attendance, successful completion of a presentation on at least one of the readings and a final project to be agreed upon with the instructor. (Prerequisite course(s): PHL 110, HON 110, PHL 210, or HON 215.)
Course Objectives:
(A) To examine a variety of Jewish philosophical tendencies as responses to fundamental crises and challenges. The course will focus on several paradigmatic philosophies of Judaism in terms of the following:
(B) encourage sensitivity to the influence and importance of
gender and culture in the development of these philosophies;
(C) challenge students to closely and critically examine a Jewish philosophical
work in depth, report on the results of that examination and respond to it in
light of their own philosophical religious orientations.
Required Texts
There are also some other required readings on reserve in the library, as indicated in the syllabus and class discussions.
Other Texts (Final projects may be based on any of the following [and other sources as well - please ask!)
Method
The aims of this course are intended to be met through lectures, discussion, preparation and completion of short writings, and preparation and presentation of the final project.
Course requirements and grading
(1) Carefully read the assigned texts. Be prepared to
discuss the readings in class. I recommend that you always bring your Bible and
the reading assignment to class. Participation counts for 25%; in class
writing assignments will be figured into this part of the grade.
(2) Prepare short writings on the reading assignments. The short writings
count for 25% of your grade.
(3) Prepare and present on one of the readings for class. (25%)
(4) Complete and be prepared to present a final project. (25%)
Grades are based on a 10 point scale as follows:
90-100 - 'A' range (97-100 = A+; 94-96=A; 90-93=A-).
80-89 - 'B' range (87-89 = B+; 84-86=B; 80-83=B-).
70-79 - 'C' range (77-79 = C+; 74-76=C; 70-73=C-).
60-69 - 'D' range (67-69 = D+; 64-66=D; 60-63=D-).
Below 60 - 'F'.
Failure to complete any of (1)-(4) can result in a failing grade. Plagiarism
will result in a failing grade.
ABOUT SHORT WRITING ASSIGNMENTS: You are to select and complete four of the twelve short writing assignments (the average of the top 3 will count for this part of your grade). A reading question is given along with each assignment. Unless otherwise indicated, please answer the reading question in less than one TYPED page (all assignments, except in-class writings, are to be typed). Make sure you are working with the current version of this syllabus.
STUDENT PRESENTATIONS: For reading and project
presentations, you will be required to turn in an outline or abstract of
your presentation, complete with a list of all works used. Also, if you use
any web pages, not only should these be listed on the outline with the rest of
your bibliography, but you are also required to turn in a printout of all web
pages used in preparing the presentation. If your group divides the work into
separate parts, each member of the group will need to provide his or her own
outline/abstract and printouts. Outlines/abstracts, and printouts are to be
given to me BEFORE the presentation. Failure to do so BEFORE
the presentation will result in a 30% deduction from the relevant presenter's
presentation grade. If the outline and printouts are not turned in by the next
class, there will be an additional 30% deduction. You may use up to but
not more than 2 minutes of videotaped material for your presentation. If
the class is meeting in a room with a built-in VCR/DVD player, make sure you
know how to use it. In the event of a technical glitch, power failure, or
delivery problem, make sure you can present without the computer/videotaped
material.
STUDENT PRESENTATIONS ON READINGS: All students are expected to do all
readings and to share their understanding with one another in class discussions
by leading their own and participating in other students' presentations on the
various readings. Student presentations on readings begin the second week of
class, and will be scheduled during the first week. The subtopics will be
divided up into student groups whose size will be determined by the class size.
Remember: You have less than an hour to
present. Focus on the aspects your group finds most interesting and important.
Do not try to cover everything. Your presentation will be improved if you make
it easier for others to participate. (Please try to help others' presentations
by participating!) Please feel free to meet with me to discuss your
presentations. If you don't find me on campus, you are welcome to call me at
home before 8:00 PM. YOU CAN ALWAYS LEAVE A VOICE MAIL MESSAGE AT 445-4489.
FINAL PROJECT (Written/Presented to Class): Students are to closely and critically examine a Jewish philosophical work (of their own choice) in depth, report on the results of that examination and respond to it in light of their own philosophical religious orientations. The first portion of this assignment is exegetic and expository, requiring the student to present and explain the work in question, making sure to indicate philosophical strengths and weaknesses. The second part of the assignment invites the students to respond. The response may consist of an essay explaining your view and criticisms; you might write a dialogue or story addressing some of the central issues; you might do something else. Students who do this project as part of a group are required to write an additional brief (no more than one or two pages) individual essay on the project topic.
AI Writing tools such as ChatGPT are welcome in this class, provided that you cite when
and how you use the tool. You also need to verify and correct any citations in the generated material! You will be provided with examples of how to cite your use of
this tool in your writing.
Example of attribution language:
“The author generated this text in part with GPT-3, OpenAI’s large-scale
language-generation model. Upon generating draft language, the author reviewed,
edited, and revised the language to their own liking and takes ultimate responsibility for
the content of this publication.”
Statement from faculty member at Siena College:
https://www.depts.ttu.edu/tlpdc/JillHogan_AISyllabusStatement.pdf
Syllabus Statement - Jill Hogan jillian.a.hogan@gmail.com
Excerpted from "Working Document for Generative AI Syllabi Statements," emailed from the Dean Beth Mitchell on June 14, 2023.
SPECIAL NEEDS
In coordination with the Academic
Support Center (ASC) and Disability
Support Services, reasonable accommodations are provided for qualified
students with disabilities. Please register for disability verification
and determination of reasonable accommodations. After receiving your
accommodation form, you will need to make an appointment with me to review the
form and discuss your needs. Please make every attempt to meet with me within
the first week of class so your accommodations can be provided in a timely
manner.
IMPORTANT DATES:
If you miss class for any obligation or religious observance
throughout the semester, please let me know (so it gets recorded as an excused
absence).
No classes or office hours on the following dates:
Thursday, Oct 3, Rosh Hashana
Oct. 14-15 Mon-Tues - Wellness Break
Nov. 27- Dec. 1 Wed-Sun - Thanksgiving Break
Due dates:
Project proposals due Mon., Oct. 21.
Optional (for those who present their projects), written projects due Thurs.,
Nov. 14, and
student project presentations (optional for those who wrote their final
projects) begin Wed., Nov. 13.
Other
Aug. 28, Wed., Mass of the Holy Spirit, 10:45 a.m. in the Panasci Family
Chapel. Classes scheduled for 11 a.m. and noon will not be held.
Last day of classes, Fri., Dec. 6.
CLOSINGS/CANCELLATIONS AND ONLINE VERSIONS OF THIS COURSE
This semester (Fall 2024) the plan is to start meeting synchronously in person
in the classroom.
When campus/dorms are closed due to flu or other circumstances, my intent is
that the course continue. Assignments continue to be due electronically
(if Canvas is down, email to kagan@lemoyne.edu may still work). Presentations
will be replaced by papers, virtual presentations, or extended descriptions of
presentations. In addition to notes and group work already available
there on-line, I will post updates, lecture notes, etc., to Canvas and to
my Le Moyne College website.
As at other times, if your situation results in your needing an extension,
please let me know. Also, if internet service is down or there are other
infrastructure problems, please complete the assignments and turn them in when
services are restored.
TENTATIVE SCHEDULE ('*') indicates dates on which students present)
(Mon., Aug. 26) Introduce course and readings. Choose groups and schedule presentations on readings.
(Wed., Aug. 28) Continue to schedule presentations on
readings.
IN CLASS WRITING #1: Write a brief (less than 1 page) essay or
outline describing your knowledge of and experience(s) with Judaism(s), and
what you would like to learn from your work in this course.
(Fri., Aug. 30) Introduction of some biblical perspectives. Read Rivkin, pp. 1-48 ("Patriarchs and Prophets" and "The Revolution of the Aaronides"). Read the book of Genesis, Chs. 1 to 23, and chs. 37-50. Text and commentary. Read Rivkin, pp. 49-99 ("The Pharisaic Revolution" and ""Heirs of the Pharisees").
*(Mon., Sep. 2) Text and commentary. Read Rivkin, pp. 100-126. Students present on up to four issues suggested by the texts from Genesis. SHORT WRITING ASSIGNMENT #1(ALL SHORT WRITING ASSIGNMENTS ARE DUE THE DATE OF THE RESPECTIVE STUDENT PRESENTATION): Describe God's relationship(s) to people in the book of Genesis. How does this change? What does Rivkin's analysis suggest about this?
(Wed., Sep. 4) Bring text of Genesis to class.
(Fri. Sep. 6) Read the books of Exodus, chs. 1-15, 16-34, and Ch. 40. Read the book of Esther, and read Plaskow, pp. 114-117 ("Dealing with the Hard Stuff), pp. 128-133 ("Beyond Egalitarianism”) and pp. 152-156 ("Preaching Against the Text").
*(Mon, Sep. 9) SHORT WRITING ASSIGNMENT #2: How, if at all, has the conversation about God changed in the book of Esther (from what we read in Genesis and Exodus) in the book of Esther? Students present on up to 4 things they noticed about the book of Esther.
(Wed., Sep. 11) Philosophical Theology and Medieval Jewish Philosophy. Read Plaskow, pp. 121-123 ("God: Some Feminist Questions" and pp. 124-127 ("'It is Not in Heaven' Feminism and Religious Authority"). Read Rivkin, pp. 126-167 ("Medieval Ways to Salvation"). Please bring texts and questions to class.
*(Fri., Sept. 13) Read the book of Ecclesiastes. SHORT WRITING ASSIGNMENT #3: What problem is bothering the author of Ecclesiastes? Students present on up to 4 passages they wondered about in Ecclesiastes.
(Mon, Sept. 16) Bring Ecclesiastes to class. Instructor presents on some views about the after-life in the development of Judaism.
(Wed., Sep. 18) Lecture on secret writing and Strauss. Read Strauss's Introduction (Ch. 1, pp. 7-21) and title essay (Ch. 2, pp. 22-38). Bring Strauss, Guide., and Bible to class.
(Fri., Sep. 20) Read Guide., pp. 1-37, 59-120. Read Strauss, Ch. 3. Bring Strauss, Guide., and Bible to class. IN CLASS WRITING #2: Find a text in Strauss or the Bible readings we have read that one could interpret as secret writing. Explain why, and how we might interpret them.
*(Mon., Sept. 23) Read Guide, 212-250. SHORT WRITING ASSIGNMENT #4: Who is Maimonides' audience? Students present on Maimonides’ life, projects, and multiple careers. Read Guide, 307-397. Bring Strauss, Guide., and Bible to class.
(Wed., Sept. 25) Guide, pp. 307-397 [Chs. XXV-LIV (25-54)]. SHORT WRITING ASSIGNMENT #5: According to Maimonides, how do the best persons conduct their lives? How does this square with his own biography?
(Fri., Sept. 27) Please bring texts and questions to class. Read Rivkin, Ch. IX, "The Road to Auschwitz” (pp. 244-251) Wiesel on hope and responsibility. Read Day.
*(Mon., Sep. 30) SHORT WRITING ASSIGNMENT #6: What problem faces the protagonist in Day? What are up to four ways this and related problems affect our lives today? Note: You are welcome to do this within one page if you can, but, for this assignment, the page limit is extended to 3 TYPED pages. Students present on up to 4 passages they wondered about in Day.
(Wed., Oct. 2) Read Martin Buber’s I and Thou, translated by Walter Kaufmann. Bring I and Thou to class.
(Thurs., Oct. 3) No class or office hours, Rosh Hashana.
(Fri., Oct. 4) Bring I and Thou to class.
*(Mon., Oct. 7) SHORT WRITING ASSIGNMENT #7: Using material from I and Thou to support your thesis, explain what audience(s) you think Buber is addressing in this work. Students present on Buber’s life, projects, and multiple careers.
(Wed., Oct. 9). TBA/More on Buber’s philosophical religious context and sources.
(Fri., Oct., 11). Read two or more of the following
five:
(1)"Split Light," from Goldstein's Travellers in Magic.
(2) Rivkin on responsibility after the Holocaust. Read Rivkin, Ch. X, "The
Road from Auschwitz" (pp. 252-281) and
(3) Rivkin, Ch. XI, "Postlude: The Present and Beyond" (pp.
282-327)
(4) Read "Alfred," from Goldstein's Travellers in Magic, which
should be on reserve in the College Library. It can be borrowed electronically from NYPL, and from the Onondaga County library system. [It can also be borrowed from the internet archive.]
(5) Read Schwarzschild's Ch. 4, "On the Theology of Jewish Survival"
(pp. 83-98, and pp. 278-284, and Ch. 12, "Modern Jewish Philosophy"
in Pursuit of the Ideal, pp. 229-233 [available
electronically from the Le Moyne College library]).
SHORT WRITING ASSIGNMENT #8: How does one of (1) - (5) suggest we
should live in a post-holocaust world? Why? OR
What did you wonder about or learn from one of (1) - (5)?
(Oct. 14-15) No class or office hours, Monday & Tuesday, Wellness Break
(Wed., Oct. 16). Read Plaskow and Berman, pp. 1-19 (the foreword and the introduction, "Intersections"), pp. 35-55 ("The Jewish Feminist: Conflict in Identities" and "Male Theology and Women's Experience") and pp. 65-80 ("Jewish Theology in Feminist Perspective”) SHORT WRITING ASSIGNMENT #9 (3 page maximum): What are the basic problems Plaskow addresses in this book? How did she become aware of them?
*(Fri., Oct. 18) Students present on selections from Plaskow and Berman, Part II ("The Complexity of Interlocking Oppressions," pp 89-117) Read Plaskow and Berman, pp. 89-93 ("Christian Feminism and Anti-Judaism"), pp. 94-99 ("Anti-Semitism: The Unacknowledged Racism"), pp. 100-109 ("Feminist Anti-Judaism and the Christian God"), and pp. 110-113 ("Jewish Anti-Paganism."). Review "Dealing with the Hard Stuff” (pp. 114-117) SHORT WRITING ASSIGNMENT #10: What kind of challenge does Plaskow address here, and how does she recommend we respond? (3 page maximum).
(Mon., Oct. 21) Project proposals due Mon., Oct.
21.
TBA / Read Kamenetz, The Jew in the Lotus.
*(Wed., Oct. 23) Read Kamenetz, The Jew in the Lotus. Students present on Kamenetz's life, projects, and multiple careers. SHORT WRITING ASSIGNMENT #11 (2 page maximum): What is a basic problem faced by the Jews in this book? What is a basic problem faced by the Tibetans?
(Fri., Oct. 25) Please bring questions about the Kamenetz book. As time permits, instructor will lecture on Jews, Judaisms, and other religions.
(Mon., Oct. 28) Read Kushner's Kabbalah. SHORT WRITING ASSIGNMENT #12: Write 3 questions about this book. Would you like them answered? Why or why not? Project presentations scheduled. [Project presentations begin Wed., Nov. 13]
(Wed., Oct. 30) Bring Kushner text and Jew in the Lotus to class. TBA
(Fri., Nov. 1) TBA /Lecture on philosophies of kinds of Judaisms,
(Mon., Nov. 4) IN CLASS WRITING #3: Write a brief (less than 1 page) essay discussing your knowledge of and experience(s) with Judaism(s), and any changes since your first essay in what you would like to learn from your work in this course
(Wed., Nov 6 & Fri., Nov 8) TBA/ Kinds of Judaisms and/or group work based on students’ in class writing work on Nov 4.
Written projects due Thurs, Nov. 14 (Written projects are optional for those who present their projects.)
*Student final project presentations (optional for those who wrote their final projects) begin Wed., Nov. 13 and continue through Wednesday, Dec. 4) These presentations are to be between 10 and 15 minutes in length; more time will be allotted to students working in groups.
*(Fri., Dec. 6) TBA/Make-up presentations.
Course Links:
A Respiratory Virus Syllabus Statement
follows
the student support statements.
Some Student Support Statements (from the Syllabus checklist of April, 2021)
Student Support Statements
Students are encouraged to speak up, be engaged, and participate in class. Classes will represent a diversity of individual beliefs, backgrounds, and experiences. We may not share the same views on some topics, but we converse in a respectful manner. Le College is a zero-tolerance campus.
Students who believe they have experienced bias or discrimination are encouraged to report the incident. Please refer to Le Moyne’s Bias-Related Incident Reporting webpage to submit a report and for further information.
Le Moyne faculty are concerned about the well-being and development of our students and we are available to discuss your concerns. As faculty, we are obligated to share information with the College’s Title IX coordinator to help ensure that the student’s safety and welfare are being addressed, consistent with the requirements of the law. These disclosures include, but are not limited to, reports of sexual assault, dating violence, domestic violence, and stalking.
Please refer to Le Moyne's Sexual Misconduct Resources webpage for contact information and further details.
Le Moyne College
Respiratory Virus Syllabus Statement
Fall 2024
Overview. The following information describes the health and safety guidelines for in-person classes and classrooms, which are subject to change1. The College may adjust health and safety protocols pending prevalence of respiratory viruses and their transmissibility on campus, in Onondaga County, and/or the State of New York. Major respiratory viruses include COVID-19 and its variants, RSV, and the flu. Please note, given the continuing dynamic and evolving nature of the coronavirus as well as other respiratory viruses, all students, faculty, and staff are expected to monitor campus email announcements for policy updates.
Summary of Key Classroom Health and Safety Protocols:
Respiratory Virus-Related Symptoms. Regardless of vaccination status, students who are experiencing respiratory virus-related symptoms must not attend class and are encouraged to contact the Student Health Center [healthservices@lemoyne.edu, (315) 445-4440] or their primary medical provider. Respiratory virus-related symptoms may include one or some combination of the following:
Respiratory Virus Recovery Recommendations and Expectations. Any individual who becomes ill with a respiratory virus should adhere to the following CDC guidelines:
Recovery expectations are especially important to protect those most at risk for severe illness.
Approved Student Absences from Class. Students are expected to attend classes in-person as scheduled and require appropriate approval to be excused from in-person classes. Students may be excused from attending in-person classes for short-term absences due to accidents or illness such as colds or respiratory viruses, e.g., COVID-19, RSV, and the flu. Students who must miss class for illness should follow the Policy on Student Absenteeism in the Event of Illness or Accident which stipulates the following: If illness or injury requires more than three consecutive days of hospital or home care, Health Services needs to be informed [(315) 445-4440]. If the student has been treated by a doctor off campus, some documentation from that office will be expected. Health Services will then notify the Registrar who will inform the student’s instructors, advisor, and the appropriate academic dean. It is the student’s responsibility to contact his or her instructors, as soon as possible, to explain the absence and make arrangements for the completion of missed work or tests.
Vaccine and Boosters. As part of the College’s strategy to reduce the risk of transmission and serious illness, Le Moyne highly encourages and recommends that all eligible undergraduate and graduate students (together with faculty, staff, and administrators) remain up to date on their COVID-19 and flu vaccines (https://www.cdc.gov/media/releases/2024/s-t0627-vaccine-recommendations.html).
College Face Covering Recommendation. The CDC continues to recommend that individuals regardless of vaccination status may choose to wear a face covering at any time regardless of the level of viral transmission, particularly if they are immunocompromised or at increased risk for severe disease from respiratory viruses such as COVID-19, or if they have someone in their household who is immunocompromised, at increased risk of severe disease, or not fully vaccinated. As a caring community, the College respects and supports individuals who choose to wear face coverings. At this time face coverings are optional on campus.
Responsibility to the Le Moyne Community. Finally, in keeping with our values as a Jesuit college, each member of the community is expected to act honestly and ethically regarding any experienced respiratory virus-related symptoms. Further, each member of the community is expected to take care of not only their own health, but to be mindful of the health of others and to avoid actions that may jeopardize the health and welfare of those we learn, work, and live with at the College. A well-informed and attentive community better protects the vulnerable amongst us and loved ones at home.
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The College’s policies remain subject to public health orders issued by the Onondaga County Health Department and New York State Department of Health, and will be adjusted if directed by public health authorities.
2 Appropriate and recommended face coverings include N95, KN95 or KF94 respirators, surgical masks, and face coverings made of at least two layers of cloth. Above all else, a snug fit (no gaps, wired nose bridge, adjustable ear loops), offers the best protection to the user and the community. Most importantly, face coverings with an exhalation/release valve, single-layer gaiter-style neck fleeces, and bandanas should NOT be worn on campus.