CU5-18

** Goal ** Students will learn about the emergence of Hasidism, its relationship to the messianic movement and kabbalistic mysticism, and the opposition to it by the Mitnagedim. **1.Gain the attention of the learner** Read a story from Buber’s “Tales of the Chasidim.” ** 2.Relevant past learning ** One of the important themes in Jewish tradition is the importance of study and learning. The Talmud itself developed as a product of //mitzvah talmud torah//, the duty to study the Torah and the belief that wisdom, virtue, and happiness come from this intellectual endeavor. ** 3.Introduce new material ** The Jewish religious movement called Hasidism began in Poland in the 18th century and over time affected an enormous percentage of the world’s Jews, although its influence is greatly diminished today. From “The New Jewish Encylcopedia”: “Hasidism came about as a result of a number of factors, some of which were: 1) The spiritual and economic depression resulting from the //Cossack Massacres// in the the 17th century; 2) The frustration among the Jewish masses resulting from the collapse of the messianic movement initiated by Sahabbetai Tzevi; 3) Talmudic scholarship and the intellectualism of the Talmudist was inaccessible, incomprehensible, and unsatisfying to the Jewish uninformed masses; 4) The Jewish masses were ready to accept mystic teachings that would assure them of new hope, promise of happiness and closeness to God. “The founder of Hasidism was Israel Baal Shem Tov or the //Besht// as he was popularly called. Starting as a //Kabbalist// and miracle worker, the Besht began to preach a living faith inwhich the ordinary individual found comfort and a way to approach God. He taught that sincere devotion, zeal and hearfelt prayers are more acceptable to God than great learning and that He can best be served through deep-seated joy rather than solemnity and intellectualism. “The Hasidic movement spread reapidly, continuing to grow after the death of the Besht under new leaders. Under the guidance of Rabbi Baer of Meseritz, the Hasidim began to look upon the Hasidic “rebbe,” called the //Tzaddik// (righteousman), as almost the intermediary between God and man. Dynasties of //Tzaddikim// were established, each Tzaddik having his own enthusiastice and devoted followers. “As the Hasidic movement grew, the Talmudists began to oppose and even persecute the Hasidim. They were called //Mitnagdim// (opponents) and in Lithuania the great Talmudist Elijah, known as the //Goan of Vilna//, issued a ban against the Hasidim and synagogues established by them.” Integrate the material in “A Historical Atlas of the Jewish People,” pp. 162-163. ** 4.Provide guided practice ** The Folkshul tries to divide the class time among study, singing, dancing, etc. Discuss with the students whether the mix works well. ** 5.Provide independent practice ** Ask each student to come up with a general plan in writing for allocating the two and one-half hours of class time among various activities, with the understanding that their papers will be collected and forwarded to the Education Director and to the Education Committee for consideration. **6.Close the lesson** Read another of Buber’s stories
 * 5:18 ** **Hasidim and Mitnagedim**