The chapters of this book present the reader with a broad and complex picture of the challenges that Israel’s higher education system is facing today. Despite the impressive contribution of the academic system in Israel to the national culture, economy and society and its value as a prolific creative center for intellectual growth, scientific and technological innovation, it has experienced major upheavals in the past two decades. This book reviews these crises. The chapters of this book examine the growth of Israel’s academic system since the beginning of the millennium, the upheavals it has undergone, and the policy directions that may help stabilize it and improve its ability to cope with the challenges it faces today. Chapter 1 examines historical conflicts that took place during the 1950s about the scope of freedom and institutional autonomy as defined by the Council of Higher Education Law, 1958. The Law followed a decade of dispute in the Knesset, which ended with the establishment of regulatory bodies, the Council of Higher Education and the Planning and Budgeting Committee and the opening of the gates to academic studies to almost half of year book since the 1990s . Chapter 2 examines with the "lost decade" when budget cuts of approximately 25% affected academic standards across academia, but took a heavier toll on the Humanities and Social Sciences. Chapters 3 and 4 examine policies that encouraged the integration of ultra-Orthodox Jews and of Arabs into higher education by removing barriers. Analyzing th e policy tools and steps needed to integrate these two communities into the academic system aimed inter alia, to reduce poverty among them. Chapters 5 and 6 examine disparities in the quality of research and teaching , disciplines based on sixty-one reports by international committees appointed by the CHE to assess the quality of the disciplines in Israeli universities and colleges since 2006. The findings of these committees shed light on the achievements and weaknesses of various areas of research and teaching. A preliminary analysis of the commissions’ reports found that the experts recommended that the CHE and PBC adopt a policy of corrective measures and preferences to support neglected disciplines, which in many cases didn't happened. Chapters 7 and 8 examine the politicization of higher education and its impact on regulatory bodies . For approximately half a century, the CHE and the PBC enjoyed freedom in navigating their roles. Accrediting a new university in Judea and Samaria in Ariel caused upheaval in academia and an ongoing crisis of trust between its senior officials and the government. Once political interference created this rift, and membership of the regulatory bodies was changed so as to ensure that the government could pass resolutions as it wished, it continued to widen and erode the authority of the entity entrusted with planning higher education. Chapter 9 examines the failure of a committee appointed by government . The committee was charged with reviewing and updating the regulatory bodies of the higher-education system, and recalibrating the balance between academia and the state in policy decision-making. The goal was to intensify the state’s participation in planning higher education, while preserving the freedom of the institutions. The government eventually vetoed the committee’s bill, fearing that the governance mechanisms proposed would limit the scope of its influence on the higher education system. Chapter 10 is dedicated to recent efforts to discard traditional teaching models. It reviews preliminary steps toward a new pedagogic model that changes students’ study patterns and lecturers’ teaching styles, by examining policy measures taken by six universities and three colleges. Chapter 11 summarizes the research findings. The Epilogue examines the possible consequences of the attempted regime overhaul by Israel’s 37th government on for the country’s higher education system.

The Twelve Prophets volume of the the Hebrew University Bible Project presents a diplomatic editio maior of the text of the Hebrew Bible, based upon the Aleppo Codex, with variants from other textual testaments recorded in a system of apparatuses. The readings collated in the edition are culled from a broad variety of sources, including the ancient translations (Greek Septuagint and revisions, Latin Vulgate, Syriac Peshitta, Aramaic Targum Jonathan), Dead Sea Scrolls, biblical quotations in rabbinic literature, Genizah fragments, a broad array of medieval Hebrew manuscripts representing the Masoretic text, up to Jacob Ben-Hayyim’s Second Biblia Rabbinica of 1524-25. This extensive documentation reflects the attested transmission history of the biblical text, covering a period of almost two millennia.

This volume presents a selection of excepts (in the original Arabic and with a Hebrew translation) from the Eretz-Israeli Sefer Horayat Haqore , written by the prominent Karaite scholar Abū al-Faraj Hārūn ibn al-Faraj (also known as Aaron of Jerusalem), in the first half of the 11th century. The selected excerpts represent issues often discussed in the biblical orthoepy discipline, which has two components: grammatical theory and cantillation theory.

This book deals with the cultural and emotional world of Jewish schoolchildren in the “Tarbut” school network in Poland between the two World Wars. It is based on a unique corpus of about 80 letters, written between 1934-1935 by 10-11-year-old fifth graders in the Tarbut school in the town of Nowi Dwόr in Poland to their beloved teacher who had immigrated to Eretz Israel – the place and destination they too dreamed about. In these letters – all composed in Hebrew – the children write about their class, their school, but also about themselves and their families. The pupils’ letters are analyzed in light of the educational practice of pen-pal culture which was developed in and encouraged by “Tarbut” schools, especially between pupils in the Diaspora and their cohorts in Palestine. The letters are also examined as ego-documents that reveal personal stories about the intimate and private world of children, their experiences, fears and hopes, their relationship with their teacher, their families and their friends. Studied as a corpus, they reflect the complexities of the educational experience in a Hebrew Zionist school in Poland. The uniqueness of this book is that it is attentive to children – not teenagers or adults – in their own voice and in real time, telling about their lives, and not from a place of retrospection or later memory. Sources that allow us to hear the authentic voice of a child in real time are very rare indeed. The letters, which were critically edited and published in full next to a clear photograph of the letter, are discussed from various perspectives including Jewish, Hebrew and Zionist education, the history and culture of the child, and the relationship between the Diaspora and Eretz Israel. The book also offers a short history of the influential, now almost forgotten, school network – Tarbut. Finally, the book presents a detailed history of one class in one town in Poland a few years before this world vanished.

In 1925, teacher David Idelson shared a pivotal insight with his colleague Yehuda Polani, reflecting on their educational endeavors in Tel Aviv: 'We were the novelty!' Both had migrated to Jerusalem from Germany in 1905 and were united by a vision for innovative Jewish education, inspired by cutting-edge Central European pedagogical methods. This journey from theory to practice reached its peak in 1922 with the founding of a distinctive school in Tel Aviv, promoting autonomy for teachers and child-led learning. The Children Community School stands as one of four key studies in this book, examining significant themes in the educational discourse in pre-state Israel and the formation of Hebrew education. The work delves into important milestones in the history of Hebrew education spanning more than half a century: the revival of the Hebrew language; building Hebrew teacher training; pedagogical innovation and its relationship with political ideologies; and the role of Eros in education. This historical perspective offers valuable insights, pertinent to ongoing educational debates.

After four volumes primarily focused on the British Mandate period, the fifth volume of the History of the Hebrew University of Jerusalem series delves into the first two decades of the State of Israel: 1948–1967. This comprehensive and diverse volume explores the intricate relationship between the university and the nation-state. The 1948 war and the “sovereign turn” sharply altered the university's status from an institution of higher education under British rule to an institution pertaining to an independent state. The university of the Jewish people, located on Mount Scopus, became an Israeli university with campuses scattered across a divided Jerusalem. Bringing together articles by senior and early-career researchers, this volume analyzes the university's history between rupture and continuity, as an autonomous institution strongly tied to the establishment of the state. It examines the university within its external geo-political context on one hand and considers its internal structure as a research and teaching institution on the other. Editorial assistance: Amit Levy

This is the story of an adventurous journey into a magical, unknown and incomprehensible world where nature is alive and has a psyche, including trees. Do trees have a spirit? Does a tree have a soul? Scientists may question the notion that trees have a mind, soul or spirit, but there are cultures where trees have a soul and a mind of their own. The book describes the mind-blowing experience of entry into a world of spirits and trees, a world of animism – the field of anthropology that ascribes a psyche to all natural elements. Written in the form of travel log accompanied by illustrations, the book reveals the wisdom and sensitivities of villagers in northern Burma, who opened their home, their trees and their hearts to the author, allowing him to touch and understand their beliefs, and through them understand his own self.

The Rebellion of the Daughters reveals for the first time the phenomenon of young Jewish women from Orthodox families escaping their homes in Krakow and its surroundings at the end of the nineteenth century and the beginning of the twentieth century. In extreme cases, hundreds of these young women sought refuge in a convent in Krakow and converted to Catholicism there, and in other cases they sought to exercise their right to higher education, including at a university that recently opened its doors to women. The book relies on an abundance of archival documents, including police and court investigations, correspondence and memos of government ministries as well as personal letters, press reports and literary works, including the well-known story "Tehila" by S.Y. Agnon. Through all of these, the stories of three of the young women who run away are reconstructed and the background to their escape is revealed, the struggle of their families in trying to bring them back to their home, and the stormy discussions that the phenomenon of the Rebellious girls provoked in Jewish society in its various guises. The last part of the book describes how the crisis of rebellious girls later motivated Sarah Schnirer, a young woman from Krakow, to establish an afternoon school for girls, an institution that provided girls with religious education in a formal framework and later developed into the Beit Ya'akov educational chain.

According to the conventional understanding, the ultimate goal of Zionism as a national political movement was the establishment of a nation-state. In his new book on the history of the Zionist political imagination from the beginning of the idea of modern Zionism to the establishment of the State of Israel, Dimitri Shomsky challenges a deterministic view by examining unknown writings by the founding fathers of Zionism and by re-examining the known sources, which were interpreted in a tendentious and ahistorical way in the classical literature on Zionism. The author reveals that the leaders of Zionism envisioned the realization of Jewish self-determination in the Land of Israel within a multinational framework. First, they envisioned an autonomous province in the multinational Ottoman Empire, and then - during the British Mandate - a multinational democracy. The book shows that the models of a Jewish state, which were established and developed by the founding fathers of the State of Israel, included recognition of a collective national existence of the Arabs of the Land of Israel. Such political patterns were not the property of marginal figures among Zionists (such as the "Brit Shalom" people), but on the contrary, were presented by the most mainstream Zionists: Yehuda Leib Pinsker, Benjamin Ze'ev Herzl, Ahad Ha'am, Ze'ev Jabotinsky and David Ben-Gurion. The book focuses on these five figures and presents them and their views in an innovative way, which is known to have an impact on contemporary Israeli discourse.

Armenian Manuscripts of the David and Jemima Jeselsohn Collection is devoted to the five Armenian codices in the Jeselsohn collection in Zurich. Of great importance for Armenian studies and the history of art more generally, they represent various literary types, including biblical, hagiographic, homiletic, and liturgical texts. They also reflect an array of visual and artisanal traditions, connected to artistic centres in the Armenian Kingdom of Cilicia, Constantinople, and New Julfa, and span a period of over 300 years. A newly identified Sargis Picak manuscript is of exceptional importance for the study of medieval Armenian art, for its images, for Sargis’ colophons, and for a hitherto unstudied ivory plaque of the Transfiguration. A Ritual of 1586 holds particular importance for scholars of the Armenian liturgy and its development in sixteenth-century Jerusalem. Also presented is a beautiful parchment leaf of the opening of the Gospel of John, studied and published previously by Michael and Nira Stone, and likely originating from a Bible produced in seventeenth-century New Julfa. Two Gospel Books complete this study: one from New Julfa, dated to 1695, and another likely produced in late seventeenth or early eighteenth-century Constantinople. This book was initiated and supported by David Jeselsohn, avid and longtime collector of archaeological artifacts, manuscripts, and Judaica. It was written jointly by Michael Stone and Christina Maranci. Maranci is an art historian and Stone is a specialist in Armenian philology, palaeography and codicology. Maranci bears primary responsibility for research on the miniatures – their art-historical analysis and iconography as well as their attribution, date, and context. Stone contributed the textual, codicological and palaeographical research, including translation of the colophons from the Classical Armenian (Grabar) into English, and catalogued the contents of all five manuscripts.

A jubilee volume in honor of Prof. Menahem Ben-Sasson. The book, which contains 22 articles written by Prof. Ben-Sasson's colleagues, students, friends, and family members is dedicated to phenomena of leadership in the Jewish world . The various articles examine conceptions, practices and ways of Jewish leadership from diverse perspectives and in varied times and places. They are based on variegated sources: historical and judicial documents, biblical exegeses, poetry, letters, Responsa, polemical and philosophical writings. The volume is a tribute to Prof. Ben Sasson's extensive academic and public activity.

An Internal-External Journey presents an interdisciplinary educational approach, a toolbox and lesson plans developed by the author on the topic of creative education: integrating the arts in teaching and education. The approach was developed following many years of experience in the field of education, and the lesson plans were passed on to teaching students at Kibbutzim College. The book is intended for educators engaged in guidance, teaching and training of teachers. Creative education and the integration of arts in teaching allow students to embark on a two-way journey: inward to themselves, and outward to the cultural and academic texts. The book describes an initiation process using paint, newspaper clippings, glue and plasticine, and a combination of meditation, writing, reading and the play, knowing that it is important for future teachers to experience the springs of creativity up close. "This is an educational gem. It is a very unusual book with a lot of pedagogical understanding, a very interesting work, based on the wisdom of the field and a lot of experience." - Prof. Anat Zohar, School of Education, The Hebrew University of Jerusalem