Relevant bibliographies by topics / Liverpool Hebrew School

Contents

  1. Books
  2. Book chapters

Academic literature on the topic 'Liverpool Hebrew School'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Liverpool Hebrew School.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Books on the topic "Liverpool Hebrew School"

1

Makin, Shirley. Hope Place: A history of the Liverpool Hebrew School. The Author, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Flatto, Sharon. Kabbalistic Culture of Eighteenth-century Prague. Liverpool University Press, 2010. http://dx.doi.org/10.3828/liverpool/9781904113393.001.0001.

Full text
Abstract:
Kabbalah played a surprisingly prominent and far-reaching role in eighteenth-century Prague. This book uncovers the centrality of this mystical tradition for Prague's influential Jewish community and its pre-eminent rabbinic authority, Ezekiel Landau, chief rabbi from 1754 to 1793. A rabbinic leader who is best known for his halakhic responsa collection the Noda biyehudah, Landau is generally considered a staunch opponent of esoteric practices and public kabbalistic discourse. This book challenges this portrayal, exposing the importance of Kabbalah in his work and thought and demonstrating his
APA, Harvard, Vancouver, ISO, and other styles

Book chapters on the topic "Liverpool Hebrew School"

1

Goldstein, David. "Abraham Ibn Ezra." In Hebrew Poems from Spain. Liverpool University Press, 2007. http://dx.doi.org/10.3828/liverpool/9781904113669.003.0010.

Full text
Abstract:
This chapter examines the poetry of Abraham Ibn Ezra. Abraham ben Meir Ibn Ezra was born in Tudela. His birth may be dated in 1092, and it is possible that he met Judah ha-Levi in Southern Spain some time before they both left that country in 1140. Abraham Ibn Ezra did not set out for Palestine, but journeyed first to Rome. Subsequently, one sees him in Lucca, Pisa, Mantua, Béziers, Narbonne, Bordeaux, Angers, Rouen, and London. In all these places, he endeavoured to bring the culture of the Spanish Jews to those living in Italy, France, and England, and it is primarily due to him that schools
APA, Harvard, Vancouver, ISO, and other styles
2

Pomson, Alex. "Jewish Schools, Jewish Communities." In Jewish Day Schools, Jewish Communities. Liverpool University Press, 2009. http://dx.doi.org/10.3828/liverpool/9781904113744.003.0022.

Full text
Abstract:
This introductory chapter discusses the growing social significance of Jewish day-school education within the context of the Jewish community. It looks more broadly at the developments within a relationship between school and community. Such questions provided the context and motivation for an international conference held in June 2006 at the Melton Centre for Jewish Education at the Hebrew University, organized with the support of the Jewish Agency for Israel, the Joint Distribution Committee, and the Partnership for Excellence in Jewish Education. This event was convened with the specific in
APA, Harvard, Vancouver, ISO, and other styles
3

Goldstein, David. "Solomon Ibn Gabirol." In Hebrew Poems from Spain. Liverpool University Press, 2007. http://dx.doi.org/10.3828/liverpool/9781904113669.003.0006.

Full text
Abstract:
This chapter addresses the poetry of Solomon Ibn Gabirol. Solomon was born in Malaga in 1021 or 1022, and lived the greater part of his life in Saragossa. From his early years, he was crippled by disease, and his illness is a constant theme of his poetry. He was compelled to live by his writing, and found a sympathetic patron in Yekutiel ben Isaac ibn Hasan, who was executed in 1039. Perhaps as a result of his indisposition, and his consequent sense of inferiority, he was not an easy companion, and he left Saragossa, to die, perhaps in Valencia, between 1053 and 1058. He devoted much of his li
APA, Harvard, Vancouver, ISO, and other styles
4

Temkin, Sefton D. "Sustaining the College (1875–1883)." In Creating American Reform Judaism. Liverpool University Press, 1998. http://dx.doi.org/10.3828/liverpool/9781874774457.003.0044.

Full text
Abstract:
This chapter discusses Isaac Mayer Wise’s attempts to keep his college in operation. In a sense, the Hebrew Union College, like Minhag America, was a vestige of a more comprehensive scheme. The all-embracing synod, which would legislate for American Judaism and authorize an official prayer-book as well as an official seminary for training rabbis, had been laid on one side. From time to time Wise still tried to raise the wind in its favour, but he found no support. The union, as established in 1873, was a deliberately circumscribed body, both as to the scope of its powers and as to the area of
APA, Harvard, Vancouver, ISO, and other styles
5

Adler, Eliyana R. "Educational Options for Jewish Girls in Nineteenth-Century Europe." In Polin: Studies in Polish Jewry Volume 15. Liverpool University Press, 2002. http://dx.doi.org/10.3828/liverpool/9781874774716.003.0020.

Full text
Abstract:
This chapter explores various aspects of the question of Jewish women’s education in Europe. It contrasts traditional Jewish historiography with regard to male and female education. Notably, girls remained outside the school, their instruction not being considered obligatory according to the Jewish law. At the same time, however, Yiddish and Hebrew literature of the period abounds with images of pious women reading from the taysh-khumesh (Yiddish version of the Pentateuch), female shopkeepers speaking Polish and keeping the accounts, and even occasionally disputing Torah with men. The chapter
APA, Harvard, Vancouver, ISO, and other styles
6

Stampfer, Shaul. "Ḥeder Study, Knowledge of Torah, and the Maintenance of Social Stratification." In Families, Rabbis and Education. Liverpool University Press, 2010. http://dx.doi.org/10.3828/liverpool/9781874774853.003.0008.

Full text
Abstract:
This chapter focuses on education in east European Jewish society. On one hand, education was highly regarded by all Jews; learnedness was one of the critical qualities for membership in the elite and lifelong study was one of the most visible features of that society. However, while in many societies education is a means for mobility, traditional east European Jewish society was highly stratified and stable, with little intergenerational social mobility. The key to understanding this situation was the ḥeder, the traditional Jewish elementary school in eastern Europe. The first level of ḥeder
APA, Harvard, Vancouver, ISO, and other styles
7

Temkin, Sefton D. "Conference—Union—;Synod." In Creating American Reform Judaism. Liverpool University Press, 1998. http://dx.doi.org/10.3828/liverpool/9781874774457.003.0021.

Full text
Abstract:
This chapter turns to Wise’s attempts to set up a synod. Early in 1855, Wise had begun to renew his agitation for a conference. Wise wanted a general ‘get-together’ without regard to theology. He enumerates some of the questions which lay before American Jewry: Zion College, which had been started in Cincinnati; the orphan asylum which had been started in New Orleans; whether or not to have Jewish parochial schools; ‘our standing complaint about the serious want of textbooks for Hebrew schools’. ‘The grand problem-to be solved at present is this’, said Wise, ‘how to unite all these endeavours
APA, Harvard, Vancouver, ISO, and other styles
8

Polonsky, Antony. "Social and Religious Change, 1750–1914." In Jews in Poland and Russia: A Short History. Liverpool University Press, 2013. http://dx.doi.org/10.3828/liverpool/9781906764395.003.0005.

Full text
Abstract:
This chapter details how the period between 1750 and 1914 saw significant urbanization in north-eastern Europe. In the towns of Warsaw, St Petersburg, Moscow, Lviv, Kraków, and Poznań, a new Jewish way of life came into being. Jews earned their living in changed ways, Jewish communal institutions were transformed under the impact of government policies aimed at Jewish integration and the new needs created by the burgeoning of an industrial society, and, in those states where constitutional norms existed, Jews participated in municipal government. Jews also built modernized synagogues and schoo
APA, Harvard, Vancouver, ISO, and other styles
9

Rosen, Ilana. "Hasidism versus Zionism as Remembered by Carpatho-Russian Jews between the Two World Wars." In Jewishness. Liverpool University Press, 2008. http://dx.doi.org/10.3828/liverpool/9781904113454.003.0010.

Full text
Abstract:
This chapter explores the stories of Jews who lived in Carpatho-Russia which demonstrate the conflicts between hasidism and Zionism among Jewish community members. Before the First World War, most of Carpatho-Russian Jewry opposed the Zionist movement and excoriated families and youths who joined it. After the war, the Zionists founded the Hebrew academic high schools; organized groups of potential emigrants to Erets Yisra'el; prepared them for pioneering and agricultural life in a training process called hakhsharah; and, where possible, sent them on aliyah (emigration) to Palestine. Until the
APA, Harvard, Vancouver, ISO, and other styles
10

Breuer, Edward. "Naphtali Herz Wessely and the Cultural Dislocations of an Eighteenth-Century Maskil." In New Perspectives on the Haskalah. Liverpool University Press, 2001. http://dx.doi.org/10.3828/liverpool/9781874774617.003.0003.

Full text
Abstract:
This chapter focuses on Naphtali Herz Wessely, who was best known for his book Divrei shalom ve'emet (Words of Peace and Truth). Regarded as the formative text of the Haskalah, this book was a passionate response to Joseph II's Edict of Tolerance; in it, Wessely urged the Jews of the Habsburg Empire to enrol their children in state schools where they would follow a balanced curriculum, studying Jewish religious subjects as well as languages, science, and the humanities in an orderly fashion. The chapter then departs from the usual portrayal of Wessely and depicts him as alienated from both tra
APA, Harvard, Vancouver, ISO, and other styles
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography