The Hebrew University of Jerusalem

This course explores the basic conceptual tools and competing theoretical arguments within the academic field of International Relations, which try to explain the nature, scope, and degree of success of various regional cooperation schemes. The course is divided into three sections: The first section outlines the key concepts and theoretical arguments. The second section explores, using these concepts, the nature and fortunes of regional cooperation in Europe, Asia, Latin American, and Africa. The third section focuses specifically on the challenges and various examples of regional cooperation in the Middle East.

Using Jerusalem as a case study, this course analyzes the politics of planning when municipal management is complicated by religious and ethnic conflict. The course sheds light on issues of urban planning from a comparative perspective, which examines Jerusalem vis-a-vis Belfast, Nicosia, and Johannesburg; a historical perspective, which explores political and urban developments in the 20th century; and a planning perspective, which examines political, governmental, and municipal policies and policy making.

Students pursue an area of study in their major which is not available in the normal framework of the Undergraduate Study Abroad Program. Applicants for such study are expected to develop a sound rationale for their individual research project which requires faculty guidance and must reflect an intensive research project. This course is supervised one hour weekly for the duration of the 11 week semester.

This course is intended for students with a good command of Hebrew and concentrates on the written language, in particular literature and the press. Students read the popular Israeli daily newspapers as well as Israeli literature at the appropriate level. They expand their knowledge of synonyms and the subtle differences between words, as well as of idiomatic Hebrew. Vocabularies are substantially increased, and the students can now use a Hebrew dictionary without translation into their native languages. Students view Israeli films and videotapes without subtitles. By the end of the course, the students have a good command of most verbal and syntactical structures, including exceptions to the rules.

This course introduces students to the field of inclusive early childhood education. The course discusses early child development, as well as the process of identifying specific developmental needs in early childhood and how individuals think about targeting educational interventions for these needs. The course reviews the history of inclusive special education as well as current ethical perspectives, approaches, trends, and challenges in the education of all infants, toddlers, and young children. Students read and discuss theoretical material, case examples, and empirical research, and consider their implications for inclusive educational practice.

After the Holocaust it perhaps appeared that an age old conflict between Judaism and Western Civilization had finally come to an end. Indeed, since 1945 Jewish life in Israel and in the Diaspora has relied on the "values and interests" that the Jewish People seems to share with the principles of Liberal Democracy that defeated Nazism in WWII. Despite this alliance (which has its roots in the humanism of the Enlightenment), the relationship between Jewish identity and the Western values of Liberal Democracy still seems complicated. Our hypothesis in this course is that modern Anti-Semitism, anti-Semitic anti-Zionism and even assimilation are products of an identity based conflict that has yet to be resolved and whose sources we shall try to trace by analyzing some key differences between Jewish and Western philosophies of identity. The course focuses on the connection between Heidegger's Being and Time (1927) and his membership in the Nazi party. The course examines the relative impact of Heidegger's Nazism on Deconstruction considering the relative impact of Heidegger and Wittgenstein on the post-modern philosophy of Derrida and Foucault. The course concludes by drawing upon this analysis to offer a fresh portrayal of the meaning of identity in the writings of Jewish thinkers such as the Ba'al Hatanya, Nefesh Hachayim, Rav Kook and Buber.

The course will deal with the involvement of Jews as a group and as individuals in the civic and political life of the United States, during the period since 1920. The course will be given in English. The students will learn about the complex character of civic participation in a changing American political landscape, in which Jews have expressed their interests and taken part in the discourse of political events and public affairs.

This course focuses on the topic of negotiations and conflict resolution in the context of the Arab-Israeli conflict from 1977 through the present. It is divided into three parts. First, the course examines the general theoretical framework for explaining and understanding negotiations in international relations. In addition, students study the history of the Arab-Israeli conflict and the main issues and patterns of negotiations. Second, the course addresses several case-studies of successes and failures of negotiations between Israel and its several Arab neighbors including Egypt, Syria, Lebanon, Jordan, and the Palestinians. In this context, the students understand the failure of the peace process between Israelis and Palestinians. Finally, in the last part of the course, students conduct a simulation and present their papers and research.

This course is an introduction to the Hebrew language, and following the communicative approach, it make extensive use of the four language skills: listening, reading, speaking, and writing. Likewise, it puts an emphasis on the cultural aspects of Hebrew and mainly on basic every day conversation. Topics include an introduction to Hebrew writing and pronunciation; basic conversational skills; gender and number: singular and plural feminine suffixes; verbs: conjugation, present tense, masculine and feminine, singular, plural, infinitive; sentence structure: forming a question; forming a simple sentence, using a plural verb without a pronoun, impersonal form; adjectives: singular and plural, masculine and feminine; pronouns: personal, singular, and plural demonstrative; the definite article; agreement of nouns and adjectives; telling time; negation in the present tense; and vocabulary.

This course is a study in advanced practical Hebrew. It emphasizes communication, oral skills, and listening comprehension.