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What is resistance and what did it entail in Nazi-occupied Europe? What prompted some to resist, while others accommodated or actively collaborated with the occupiers? How have postwar societies remembered their resistance movements and collaborationists? This seminar examines how Europeans responded to the Nazi order during World War II. We will explore experiences under occupation; dilemmas the subject peoples faced; the range of resistance motivations, goals, activities, and strategies; and postwar memorialization. Select cases from Western, Eastern, and Mediterranean Europe.

It was once accepted as fact that Judaism is, at its core, a rational religion devoid of any authentic mystical tradition. But the past century of scholarship has reversed this claim, demonstrating that the spiritual life has been integral to Judaism's vital heart since ancient times. This yearning for a direct immediate experience of God's Presence, a longing to grasp the mysteries of the human soul and know the inner dynamics of the Divine realm, has taken on many different forms across the centuries.
This course will introduce students to the major texts--from theological treatises to poems and incantations--and core ideas of Jewish mysticism and spirituality, tracking their development from the Hebrew Bible to the dawn of modernity. Close attention will be paid to the historical context of these sources, and we will also engage with broader methodological approaches--from phenomenology to philology--regarding the academic study of religion and the comparative consideration of mysticism in particular.
This course assumes no prior background of Judaism or any other religious traditions. All readings will be made available in English. Students are, however, invited to challenge themselves with the "optional/advanced" readings of sources both primary and secondary. Pending interest, students with facility in the original languages (Hebrew or Aramaic) will be given the opportunity to do so.

To explore the historical context of the earliest Christians, students will read most of the New Testament as well as many documents that didn't make the final cut. Non-Christian texts, Roman art, and surviving archeological remains will better situate Christianity within the ancient world. Students will read from the Dead Sea Scrolls, explore Gnostic gospels, hear of a five-year-old Jesus throwing divine temper tantrums while killing (and later resurrecting) his classmates, peruse an ancient marriage guide, and engage with recent scholarship in archeology, literary criticism, and history.

Continuation of HEBRLANG 2. Prerequisite: Placement Test, HEBRLANG 2. Fulfill the University Foreign Language Requirement.

Continuation of HEBRLANG 22. Sequence integrating culture and language. Emphasis is on advanced proficiency in oral and written discourse, including presentational language and socio-culturally appropriate discourse in formal and informal, academic, and professional contexts. Prerequisite: placement Test, HEBRLANG 22.

Continuation of YDDSHLNG 2. Prerequisite: YDDSHLNG 2. Fulfills the University Foreign Language Requirement.

Each week of this course is dedicated to a particular moment in which the Jewish community has responded constructively or creatively to crises, from Biblical times down to the present. The class meets over lunch on Mondays, with food being served starting at noon and the class itself running from 12:30-1:20pm. Each session will feature a different faculty guest, who would assign a very short text (5pp max) to be discussed as part of their presentation. The course is offered for 1 or 3 credits (this second option requiring additional assignments). Please note that we will provide a casual lunch outside from 12:00pm-12:30pm to meet the speakers and chat informally.

This course will examine the relationship between the Holocaust and mass atrocity on the African continent. Through close study of novels about the Herero and Nama Genocide (1904-1907), the Rwandan Genocide (April ¿ July 1994), and the colonization of Algeria (1830-1962), we will (a) critically assess the centrality of the Holocaust to discussions of genocidal violence in Africa, (b) analyze the various ways in which African genocide literature engages with the Holocaust and (c) evaluate various theoretical frameworks in which to consider discrete episodes of historical violence.

This course will examine interactions between religion and education, focusing on both formal and experiential sites in which people and communities explore, articulate, encounter, and perform religious ideologies and identities. The class will focus on different religious traditions and their encounters the institutions and structures of education in American culture, both in the United States and as it manifests in American culture transnationally.