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From Cairo to Manchester
University of Manchester Library holds a collection of around 15,000 fragments, mostly written in Hebrew and Judeo-Arabic, from the Genizah of the Ben Ezra Synagogue in Old Cairo, purchased from the estate of Dr Moses Gaster in 1954. About 90% of the items are on paper, the remainder on parchment. The vast majority are very small fragments. They date from the 10th to the 19th century AD and include religious texts, literary material relating to grammar, philosophy, medicine, astrology and astronomy together with documents such as letters, bills and notebooks etc.
Jewish Education from Antiquity to the Middle Ages
In Jewish Education from Antiquity to the Middle Agesfifteen scholars offer specialist studies on Jewish education from the areas of their expertise. This tightly themed volume in honour of Philip S. Alexander has some essays that look at individual manuscripts, some that consider larger literary corpora, and some that are more thematically organised. Jewish education has been addressed largely as a matter of the study house, the bet midrash. Here a richer range of texts and themes discloses a wide variety of activity in several spheres of Jewish life. In addition, some notable non-Jewish sources provide a wider context for the discourse than is often the case.
Jewish Education
Most writing about Jewish education has been preoccupied with two questions: What ought to be taught? And what is the best way to teach it? Ari Y Kelman upends these conventional approaches by asking a different question: How do people learn to engage in Jewish life? This book, by centering learning, provides an innovative way of approaching the questions that are central to Jewish education specifically and to religious education more generally. At the heart of Jewish Education is an innovative alphabetical primer of Jewish educational values, qualities, frameworks, catalysts, and technologies which explore the historical ways in which Jewish communities have produced and transmitted knowledge. The book examines the tension between Jewish education and Jewish Studies to argue that shifting the locus of inquiry from “what people ought to know” to “how do people learn” can provide an understanding of Jewish education that both draws on historical precedent and points to the future of Jewish knowledge.
Handbook of Jewish Languages
This Handbook of Jewish Languages is an introduction to the many languages used by Jews throughout history, including Yiddish, Judezmo (Ladino) , and Jewish varieties of Amharic, Arabic, Aramaic, Berber, English, French, Georgian, Greek, Hungarian, Iranian, Italian, Latin American Spanish, Malayalam, Occitan (Provençal), Portuguese, Russian, Swedish, Syriac, Turkic (Karaim and Krymchak), Turkish, and more. Chapters include historical and linguistic descriptions of each language, an overview of primary and secondary literature, and comprehensive bibliographies to aid further research. Many chapters also contain sample texts and images. This book is an unparalleled resource for anyone interested in Jewish languages, and will also be very useful for historical linguists, dialectologists, and scholars and students of minority or endangered languages. This paperback edition has been updated to include dozens of additional bibliographic references.
Abraham Ibn Ezra Latinus on Nativities
Abraham Ibn Ezra was “reborn” in the Latin West in the last decades of the thirteenth century thanks to a plethora of authored and anonymous Latin translations of his astrological writings. The present volume offers the first critical edition, accompanied by an English translation, a commentary, and an introductory study, of Liber nativitatum (Book of Nativities) and Liber Abraham Iudei de nativitatibus (Book on Nativities by Abraham the Jew), two astrological treatises in Latin that were written by Abraham Ibn Ezra or attributed to him, and whose Hebrew source-text or archetype has not survived. The first is undoubtedly an anonymous Latin translation of the second version of Ibn Ezra’...
Emerging Sectarianism in the Dead Sea Scrolls
These essays reflect the lively debate about the sectarian movement of the Scrolls. They debate the degree to which the movement was separated from the rest of Judaism, and whether there was one or several watershed moments in the separation. Notable contributions include a cluster of essays on the Teacher of Righteousness and a thorough survey of the archaeology of Qumran. The texts are problematic in historical research because they rely on biblical stereotypes. Nonetheless, possible interpretations can be compared and degrees of probability debated. The debate is significant not only for the sect but for the nature of ancient Judaism.
The Cambridge Companion to the Gospels
Authoritative chapters chart new developments of gospels interpretation in four main areas: background, content, interpretation and impact.
What Jesus Learned from Women
Dehumanization has led to serious misinterpretation of the Gospels. On the one hand, Christians have often made Jesus so much more than human that it seemed inappropriate to ask about the influence other human beings had on him, male or female. On the other hand, women have been treated as less than fully human, their names omitted from stories and their voices and influence on Jesus neglected. When we ask the question this book does, what Jesus learned from women, puzzling questions that have frustrated readers of the Gospels throughout history suddenly find solutions. Weaving cutting edge biblical scholarship together with an element of historical fiction and a knack for writing for a general audience, James McGrath makes the stories of women in the New Testament come alive, and sheds fresh light on the figure of Jesus as well. This book is a must read for scholars, students, and anyone else interested in Jesus and/or in the role of ancient women in the context of their times.
Jesus
Jesus Christ tells us what the Gospel is in Mark 16:16 (KJV). The Gospel is "He that believeth and is baptized shall be saved." (Mark 16:16) Jesus is the way, the truth and the life. (John 14:6) The Gospel is the way, the truth and the life. The Gospel is Jesus. Jesus is the Gospel. Jesus is the Word (John 1:1). The Gospel is the Word (John 1:2). The Gospel is the word (John 12:48). Jesus is the prototokos: Jesus was born of the flesh at his natural birth; we are born of the flesh at our natural birth. Jesus was born again of the Spirit at his baptism by immersion; we are born again of the Spirit at our baptism by immersion. Jesus was raised from the dead at his baptism by immersion; we are raised from the dead at our baptism by immersion. Jesus was raised again after his second death; we shall be raised again after our second death.
Astrolabes in Medieval Cultures
First published as a special issue of the journal Medieval Encounters (vol. 23, 2017), this volume, edited by Josefina Rodríguez-Arribas, Charles Burnett, Silke Ackermann, and Ryan Szpiech, brings together fifteen studies on various aspects of the astrolabe in medieval cultures. The astrolabe, developed in antiquity and elaborated throughout the Middle Ages, was used for calculation, teaching, and observation, and also served astrological and medical purposes. It was the most popular and prestigious of the mathematical instruments, and was found equally among practitioners of various sciences and arts as among princes in royal courts. By considering sources and instruments from Muslim, Christian, and Jewish contexts, this volume provides state-of-the-art research on the history and use of the astrolabe throughout the Middle Ages. Contributors are Silke Ackermann, Emilia Calvo, John Davis, Laura Fernández Fernández, Miquel Forcada, Azucena Hernández, David A. King, Taro Mimura, Günther Oestmann, Josefina Rodríguez-Arribas, Sreeramula Rajeswara Sarma, Petra G. Schmidl, Giorgio Strano, Flora Vafea, and Johannes Thomann.
