MOSCOW CENTER
FOR UNIVERSITY TEACHING OF JEWISH CIVILIZATION
"SEFER"
DIRECTIONS FOR THE FUTURE:
Prospects of the Development of Jewish Studies in the Former Soviet Union
MEMORANDUM
This memorandum has been prepared in response to a list of questions posed by Jonathan Porath in his electronic communication of May 1997 and as a result of a follow-up discussion at the “Sefer” Academic Concil.
* * *
The extended session of the “Sefer” Academic Council, held on May 26, 1997 in Moscow, discussed the prospects and priorities of Jewish studies in scholarly and educational institutions of the former USSR.
The following Academic Council members were present at the meeting:
Oleg Budnitsky, Ilya Dvorkin, Rashid Kaplanov, Aleksandr Kryukov, Mark Kupovetsky, Aleksandr Lokshin, Leonid Matsikh, Alexandr Militarev, Viktoriya Mochalova, Vladimir Petrukhin, Aleksandr Stepansky, Dmitry Frolov, Nikolai Tsimbaev, Mikhail Chlenov, Dmitry Elyashevich and Sofia Shchurovskaya.
The “Sefer” International Advisory Board was represented by:
Ralph Goldman, Diana Pinto, and Jonathan Porath.
"Sefer" staff included:
Liudmila Chulkova and Lisa Semenova.
The session was also attended by representatives of the following institutions:
AJJDC — Michael Shteiner, Eugene Wiener, Elena Lunina, Irina Astashkevich; Project Judaica of the Russian State University for the Humanities (RSUH) — Dorit Sallis, Matvey Chlenov; Touro College — Oleg Gendelman; St. Petersburg Jewish University (PJU) — Aleksandr Kobrinsky; Jewish Genealogy Society of Moscow (JGSM) — Vladimir Paley; Jewish Heritage Society (JHS) — Vassili Schedrin, Yohanan Petrovsky, Ivan Pichugin; Institute for Asian and African Studies of the Moscow State University (IAAS) — Almin Rabinovich; Taganrog State University — Yuri Zaretsky.
Several participants, unable to attend the session in person, submitted their proposals in writing.
This paper incorporates statements and opinion of the Academic Council membership. The scope of the memorandum touches upon a much broader area than current scope of "Sefer" activities and includes topics relevant to many sister-organizations represented in the Academic Council and contributing to the discussion. Inevitably this memorandum is limited to the "off-the-top-of-my-head" opinions, for no systematic analysis has been completed on the subject matter, that would necessarily involve a range sociological research, opinion polls and documentation. Much of what is said relates to untested opportunities.
It was unianimously expressed by all contributors to this paper that a more thorough, systematic and professional analysis is due to assess, document and present to the Jewish world the state of Jewish education in the former Soviet Union.
An outline of the survey of higher Jewish education and scholarship in the FSU is proposed in the appendix to this memorandum. It is broken down into four major levels:
"Sefer" and the Jewish Heritage Society solicit opinions and further contributions to this survey.
Victoria Mochalova
Yohanan Petrovsky
Vassili Schedrin
INTRODUCTION
Since 1991 Jewish studies in the FSU have been experiencing an unprecedented growth. Throughout the FSU (in Russia, Ukraine, Belarus, Lithuania, Estonia, Georgia, Moldova) courses in Jewish studies have been included into curriculum of a good many universities, both private and state-funded.
Moscow Center for University Teaching of Jewish Civilization “Sefer” was established to regulate, coordinate and promote further development of Jewish studies through the institutions of higher education. “Sefer” was inaugurated in August 1994 as an independent branch of the International Center for University Studies of Jewish Civilization (Hebrew University of Jerusalem) in cooperation with the American Jewish Joint Distribution Committee. It comprises both scholars and independent researchers, as well as university professors and students whose professional activity and scholarly interests touch upon various aspects of Jewish civilization.
"Sefer” promotes scholarly research of Judaica and university Jewish studies. To improve standards of university teaching of Judaica is one of the “Sefer” priorities. Among the major directions of “Sefer” activities there are:
Traditionally, education has been at the very top of the Jewish national priorities. However, this is not something taken for granted in today's FSU. Current Jewish life in this country is marked by the process of assimilation, erosion of national identity, vanishing knowledge of Jewish tradition, history and culture. Under these circumstances, Jewish Studies may be referred to as the only way to bring back the de-nationalized post-Soviet Jewry to the national values. Introduction of a variety of Jewish disciplines into the contemporary study programs in the FSU (both research and classroom) is parallel to incorporation of classical studies into general curriculum. This inclusion of Jewish studies into academic curricula becomes vital due to both scholalry and socio-political reasons. It promotes formation of a broader Russian filosemitic intelligentsia and faculty, able to influence paramount decisions in the future.
DISCUSSION
Academic Frameworks
What is the current status of state and private departments of Jewish studies in the FSU? Which of them should we support? Which has the best future prospects for academic Jewish studies? How can we approach the problem of funding these departments and programs? What about the idea of a "national" or "state" university for Jewish studies? Is it a feasible idea? How could the State of Israel be helpful in realizing it?
What is the current status of state and private departments of Jewish studies in the FSU?
This status is mostly ambivalent and unresolved both in regard to their official status and to their own agenda. Jewish studies are offered at both state and private universities; yet at state universities they are not recognized and currently have a semi-legal status.
As a rule, private institutions of higher learning are accredited by the state and provide graduates with a state licenced Diploma. But it is not the case of Jewish institutions. They are forced to refer to all sorts of tricks to survive within the framework of higher education in the FSU. For instance, PJU students, under the existing agreement, are recognized as students of the Maimonides State Jewish Academy in Moscow (MSJA).
Generally, the teaching standards can not be related to the status of the educational institutions, be they state or private. Further integration of these institutions may result in establishing of scholarly standards and educational norms acceptable to various institutions of higher learning. Therefore we need a somewhat deeper cooperation between these two types of educational institutions of Jewish studies in the FSU (MSJA, RSUH Project Judaica of the RSUH, IAAS, Jewish University in Moscow (JUM)). The future of private Jewish institutions of higher learning in the FSU depends on the overall socio-economic and political situation in the country, state accreditation of major institutions, policy of the Ministry of Education in respect of licencing of the Diplomas in Jewish studies, and last not least, the level of teaching.
Strictly speaking, there are no academic Jewish studies in Russia. There exist centers that are trying to introduce programs of Jewish studies. Certainly, the attempts of those centers should be by all means supported. That is why we need an elaborate plan that would enable us bring together our efforts and resources and avoid overlapping in research programs, publications, training of specialists, and conducting conferences on a regular basis. In this respect “Sefer” should operate as an umbrella organization, assuming responsibility for coordinating, initiating and monitoring a variety of educational programs, scholarly research and publication activities in Jewish Studies.
Which of them should we support?
On this issue opinions differ. Each side offered arguments of its own. Yet each side agreed that both types of institutions deserve appropriate intellectual and financial support. Following are the arguments put forward by various speakers.
Above all it is necessary to support the departments of Jewish studies at state-funded educational and research institutions.
Shortcomings of that viewpoint are obvious: departments of Jewish studies at state institutions are more dependent, they are submitted to all sorts of political and business considerations. Yet, despite the shortcomings the advantages are obvious: state sponsored institutions always get material and technical support, minimal yet steady funding, abundance of teaching and research staff.
Recent years have demonstrated the benefits and good prospects for the future development of the so called "specialized" courses of Jewish studies offered by the humanities faculties of Humanities at the Universities of the FSU. These "specialized" courses are included into the standard university curricula, as supplementary and inter-disciplinary program. On the one hand, Jewish studies strengthen and enrich the traditional curriculum of the departments of Humanities.
On the other hand, they expand the range of opportunities for the graduates. Thus, for example, the cities like Donetsk or Donbass have a limited demand for those who specialises exclusively in Jewish studies, yet there is an ever-growing need for broad specialists in humanities able to teach Jewish subjects along with other courses in Humanities.
According to the second viewpoint, the future of the higher Jewish education depends on private Jewish universities like the Department of Jewish studies at the JUM and other similar institutions). It is obvious, that departments of Jewish studies can flourish at state universities only as joint projects similar to the one established by the Jewish Theological Seminary of America and YIVO Institute for Jewish Research at the RSUH (Project Judaica). In order to further promote higher specialized education it is indispensable to introduce post-graduate studies in Jewish educational institutions, available to applicants from both state and private Jewish institutes of higher learning. This proposal seems especially advantageous because of the growing expediency of funding of private universities as opposed to the state institutions.
On the other hand, the problem of graduate Jewish studies should be placed in a broader perspective. They should be compared to a variety of forms of the graduate Jewish studies in the West and afterwards adapted and integrated into the local pattern of higher learning.
What is the future of these structures?
It is a paramount task to obtain official state recognition of the Jewish studies in the FSU.
That is why “Sefer”, in cooperation with the Israeli embassy, ought to bring this issue to the attention of the Russian Ministry of Education. At present Jewish studies are excluded from the state list of the accredited subjects; they are not funded by the state budget. This issue may eventually result in their decline followed by a complete withdrawal from the state universities' curricula.
That is why it is reasonable to invite Russian Education Ministry officials to “Sefer” conferences; in the same respect we must compile academic curricula, review it, and succeed in including Jewish studies into the list of accredited programs followed by recognition of degrees and licencing of state Diplomas. To undertake these steps we should overcome the isolation of the Jewish institutions. We dare assume that if everyone acts on its own very few sufficient results could be achieved.
To establish a network of Jewish institutions of higher learning “Sefer” must coordinate the work of Jewish institutes of higher learning and their contacts with state institutions. It is in Sefer's priorities to have Jewish studies included in the state list of the accredited subjects. Private Jewish schools should be licensed and authorized to provide graduates with state recognized degrees and Diplomas. We should no more tolerate the fact that Jewish Studies in FSU are unlicenced and institutions are not authorized to grant state recognized degrees and diplomas.
At the same time, the Ministry of Education should recognize “Sefer” as a par exellance representative and a legitimate partner in any kind of negotiations on the place of the Jewish studies in the framework of higher education. It is no less important to promote joint research projects with the Russian Academy of Sciences (RAS); this could also be provided by the “Sefer” that acts like a sub-division of the RAS. Among the projects to support this view I would mention the long-term "Judeo-Slavic Project", that is aimed at studying influences, contacts and interaction between Jewish and Slavic cultures in Eastern Europe. This project is run jointly by the RAS Institute for Slavic and Balkan Studies, and the RAS Museum of Anthropology and Ethnography in St. Petersburg.
In its endeavors “Sefer” may rely on helpful and due assistance of the Jewish Heritage Society, another umbrella organization that coordinates scholarly activity of students, research institutions and individuals, publishing projects. JHS has already created a network of individual researchers engaged in study of East European Jewish history and sources. “Sefer” has a number of joint projects with JHS. Jointly with “Sefer” the JHS publishes the "Jewish Scholarship and Higher Education" bulletin. Recently “Sefer” and JHS have put forward a project of a competition of students research papers that would stimulate further integration of scholarly research carried out at institutions of higher learning.
What are the approaches to the problem of funding these institutions and programs?
Financial support is a key question for the current situation in Jewish Studies in the FSU.
In general, financial aid has beeing forwarded for the specific purposes (like scholarships, grants, salary increase, scholarly business trips). At the present time, the Russian Jewish Congress sponsors a private institution, the JUM. Another institution, like the Higher Extra-Mural Courses in Jewish Studies at the IAAS have applied for financial aid (funding of lecturer's salaries) to “Sefer”, that had provided such aid in the past. However, it is clear that “Sefer” can not be an exclusive sponsor of all-Russian activities in Jewish studies; its sponsorship will cover guest lectures, lecture tours, Moscow-based intensive training, conferences and seminars. As to the specific needs of a variety of institutions we need a separate fund which would support their independent activities and educational projects.
What is your opinion concerning the idea of founding a "national" or "state" Jewish university? Is it a feasible idea? How could the State of Israel be helpful in realizing it?
This idea seems very ambiguous and risky. It is based on the assumption that the FSU has no institutions specializing in Jewish studies and is not able to have ones. There is no necessity to either corroborate or negate this viewpoint. It is both humiliating and not correct.
Regarding the establishing of centralistic Israeli University in the FSU we should say that it is quite unrealistic to suppose that something good could be established on a principle of exclusiveness and centrality. The idea of this kind of educational institution contradicts to the diversity of forms and structures, the geographic dispersion, the local conditions existing in each region. Attempts to pursue it may jeopardize many an achievement of recent years, the authority of “Sefer” and positive experience of the Russian-based Jewish educational institutions including.
Unfortunately, the State of Israel and its educational structures, designed for Israel and not for Russia, are incompatible with the specific local conditions. Thus they are unlikely to benefit Russian Jewish education. If political reasons in this respect overplay scholarly, we may loose a diversity and peculiarity of already established and operating institutions that would have to get submitted to the exclusive authority of an Israeli University.
It is somewhat difficult to fathom the idea of a vertical pattern for Jewish studies: would that mean declaring one or another Moscow institution as a "Russian-wide"? Will it bring changes in terms of authority, influence, the staff, the allocation of funds provided by sponsors? Are we to promote the idea of establishing such a state institution? Then what about the Maimonides Academy? Will it recognize the authority of this kind of a state educational dictatorship? Using Israel's authority to raise status of an independent state institution like JUM would be rather short-sighted; Russia never attempted to establish a national educational and research center for Russian studies in Israel. Tolerance and sensitivity will do their best in this respect. Finally, diversity and variety of opportunities seems to be the best way to facilitate a liberal system of higher Jewish education for the students in the FSU.
Besides, establishing of another institute of higher learning is aimed at solving someone's else and not Russian-Jewish problems. If the goal is to reach the world standards in university-level Jewish studies, it has already been achieved through the Project Judaica thanks to the JTSA.
However, Israel could provide a paramount support of Jewish studies to the already operating Jewish and non-Jewish institutions by supplying them with guest lectures, books, teaching facilities etc.
Faculty
What is the level of expertise in Jewish studies among today's researchers, scholars, and university teachers in the FSU? What are the most efficient means for raising their professional level? Programs currently run by the “Sefer” Center include an annual conference, regular seminars, regional conferences, practical training in Moscow for teachers from other cities, and lectures by professors from abroad. Which of these programs are most effective and deserve investment? How do we improve the effectiveness of the annual conferences?
What is the level of expertise in Jewish studies among today's researchers, scholars, and university teachers in the FSU? What are the most efficient means for raising their professional level?
Up till now highly qualified specialists in the field of Jewish studies are extremely few. Most professors are middle-aged professors; as a rule, they have switched to Jewish Studies from other fields of Humanities. Besides they teach at the same time at several Universities. Emigration of teaching staff and unemployment among the Jewish intellectuals create additional problems. Therefore “Sefer” is expected to solve this problem, at least partially. “Sefer” should create a teachers training system and conduct regular conferences for young specialists to fill the gaps with scholars of new generation.
Programs currently run by the “Sefer” Center include an annual conference, regular seminars, regional conferences, practical training in Moscow for teachers from other cities, and lectures by professors from abroad. Which of these programs are most effective and deserve investment? How do we improve the effectiveness of the annual conferences?
Annual conferences should be held in the Russian capital. They provide a wonderful opportunity to bring together scholars in Jewish Studies at least once a year. Those conferences are especially important for those who work beyond the cultural centres of Russia. When compiling the program of the conference, particularly the 5th Annual Conference to be held in 1998, is it important to discuss the issue of membership. It is a wellknown fact that the main weak point of the annual conference is its excessive attendance. That is why we should work out new scholarly criteria for choosing the candidates for the conference; on the other hand, we should establish a grant and an awards fund for achievements in specific fields and award special prizes at the annual “Sefer” conferences. It could attract powerful intellectuals to the conference in general and Jewish studies in particular.
Students
What opportunities are there for students to earn their academic degrees in the field of Jewish studies in the FSU? How do you envision the future of students enrolled in Jewish studies? Is the number of students growing or declining? What steps should we take to make education more appealing? How can we raise the level of basic knowledge in the field of Jewish studies? What are the graduates' chances of finding professional employment in the FSU? Are their services required by the existing research, educational, and other institutions? What are the most realistic ways towards training graduate students? What is your attitude to the phenomenon of students going abroad to earn their academic degree (New York University, Brandeis, etc.)? What is the role of extracurricular programs in students' lives (Hillel, the Young Scholars Association, and so on)? What role is played by the annual student conference and starting this year, "Eshnov" the Academic Summer School program in Jerusalem, and by other similar programs?
What opportunities are there for students to earn their academic degrees in the field of Jewish studies in the FSU?
Since Jewish studies are not on the state list of recognized specializations, such opportunities are non-existent at present. Post-graduate students may specialize in other areas (such as history of the Middle East, political science, Semitic studies, etc.) directly or indirectly related to the Jewish civilization.
How do you envision the future of students enrolled in Jewish studies?
There are lots of students that are interested in pursuing scholarly career in Jewish Studies. They should be given every opportunity to continue education and receive corresponding degrees ranging from PhD in Linguistics to Diplomas in Social and Communal Work.
Those opportunities will not be available until we establish independent Departments of Jewish studies in the framework of state sponsored institutions and Universities. (It's worth reminding that under the existing rules, the establishment of such a Department requires a minimum of three PhD's in a given field). In this respect, one of the key tasks to be performed by the “Sefer” Center is to coordinate training of top specialists for institutes of higher learning throughout the FSU. This kind of coordination allows to create necessary prerogatives for further establishment of the Departments of Jewish studies in the framework of Russian Ministry of Education.
The practical requirements are as follows:
Is the number of students growing or declining?
The number of students in experimenting a decline. It becomes a matter of serious concern: in 1997, the entrance competition to Project Judaica was the lowest among all other RSUH programs (2.9); at the same time, it was the highest as compared to other Jewish institutes of higher learning that operate in Moscow. In those institutions competition was at a low point compared to all-Russian figures. Obviously, priorities have changed: university entrants are skeptical about their chances for future employment.
Graduation figures for Moscow:
1996
17 students — Project Judaica, RSUH
1997
10 students — Maimonides State Jewish Academy
Anticipated for 1998
37 students — Jewish University in Moscow
16 students — Maimonides State Jewish Academy
15 students — Project Judaica, RSUH
What steps should we take to make education more appealing?
To create a sofisticated and comprehensive system of higher education in the field of Jewish Studies in FSU is vital task yet it does not exhaust all the problems. We need to reshape the perception of Jewish studies by Russian intellectuals, public and state officials, university professors, individual researchers. There are three things that define the choice of Jewish studies as the future profession:
These three factors demand a series of steps to be taken. In this respect we should establish:
To make study and scholarship in Jewish studies more attractive, “Sefer” suggest the folowing steps to be taken:
The "Jews in the Pre-War Soviet Union" is a large-scale project involving students and faculty from numerous universities and institutes of higher learning in Russia, Belarus, Moldova, and Lithuania (folklore expeditions, collecting oral history records etc.). This kind of research project requires participation of a large number of people from all over the FSU, as well as their coordination. Several independent research groups like those from Jewish University of St. Petersburg has already launched a project of regular full-length expeditions to the Pale of Setlement; similar projects must be continued under a professional supervision of those who have already gained experience in this field during almost ten years of field work.
The "Khazaro-Judaic" project is focused on ancient and medieval Jewish monuments in the Crimea (in cooperation with the State Historical Museum and the RAS Institute of Archeology, with both students and faculty participating).
The “Vanished World” project of the Jewish Heritage Society aimed at search, collection, preservation and research of the remnants of Jewish cultural heritage in the former centers of Jewish communal life in the Russian Empire and the USSR. The Society works together with Jewish communities, organizations and institutions in the countries of the former Soviet Union. Due to those joint efforts the documentary sources of Jewish history scattered over the extensive territory are becoming available for scholarly research and learning. Special attention in this work is paid to areas where the Jewish population is rapidly decreasing due to emigration. Above all the "Vanished World" program focuses on the regions of local military conflicts: Tajikistan — the home of many extinct Bukharan Jewish communities, and the Caucasus where Mountain and Georgian Jews used to reside.
Professional training is another serious problem. Jewish studies must not be considered from the standpoint of the profession alone, since they imply questions of national identity and self-definition. That is why seems reasonable to expand the number of those who are not engaged in research or teaching of Jewish studies in order to get them interested in general Judaica by improving their knowledge of Jewish subjects. Extra-mural and self-educational programs provide a wide range of opportunities for that type of scholars. They will be able to aquire additional knowledge of Jewish studies without abandoning their major speciality. We should not insist in converting every scholar of Jewish origin into a professional in Jewish studies; yet we should offer every scholar a possibility to get acquainted to the most general problems and aspects of Judaica.
We should not limit ourselves exclusively to the Jewish educational institutions geared towards professional specialization. Considerable experience in this field has been amassed by the 2-year Higher Extra-Mural Courses for the Training of Teachers of Jewish Studies, offered by the Institute of Asian and African Studies at the Moscow State University. Since 1992, this institution operates under the auspiciesof Bar Ilan University, sponsored by the American Foundation for the Development of Jewish Communities and the Israel Foundation for Culture and Education in Eastern Europe. It is the only educational institution in the FSU that offers university-level extra-mural courses in Jewish history and Hebrew, and provides graduates with diplomas recognized by the state.
There exists a huge reservoir of people capable to increase the number of those involved in Jewish studies. Above all we mean those who already have graduated from a university with MA diploma, especially those living in the periphery. Those scholars could obtain additional degree through an intensive and extra-mural forms of education. Unlike the Open University, the Higher Extra-Mural Courses follow a systematic program and a strictly determined educational period; the fact that they provide graduates with the prestigious Moscow State University diploma is no less important. However, the main task in this field will be to maintain high teaching standards, and to supply teaching aids for the extra-mural program. "Sefer" should offer an "enrichment program" for the extra-murals through short-term intensive seminars held once in two years. Professors responsible for that seminars would introduce brand new subjects along with updating the old ones. In this respect the efforts of the Jewish Heritage Society aimed at collecting syllabi in various aspects of Jewish studies throughout the world and make them available through publication and through the Internet are difficult to overestimate.
The idea of Jewish studies as a supplementary specialization is highly promising. Jewish studies as a specialty will become a profession and a source of income for only a few; to date, the demand for these studies have been satisfied in major cities. We should not forget the phenomenon of Russian-Jewish intelligentsia which exists since the 19th century. To provide Jewish intellectuals with Jewish education we should refer to economists, doctors, lawyers. This may become our main objective. Our work of setting up a system of Jewish education, instead of encouraging immediate immigration, must be focused on Russia, on the Russian-Jewish intelligentsia, on those who will work in this country and feel themselves attached to its cultural values. I will appreciate if this idea be realized by our overseas partners.
In Western Europe, which occupies an intermediate position (where Judaism is concerned) between the US and Russia, the best Jewish brains withdraw from the Jewish community and see broader opportunities provided by the general society. It would be a good idea to utilize this European Jewish experience; non-Jews should also be involved in Jewish studies. We should strive for a Russian-Jewish intellectual symbiosis, that comprises features beneficial to both cultures and identities. It is doubtful that we will succeed trying to restrict ourselves to a kind of a self-imposed shtetl or ghetto.
How can we raise the level of basic knowledge in the field of Jewish studies?
It is impossible to achieve this goal without combined efforts of a number of Jewish scholarly institutions. “Sefer” should expand the tutoring program, making it available both to professors and students; institutions like Jewish Heritage Society should continue their programs at publishing scholarly production of researchers, graduate students and amateur scholars disseminating them among Russian intellectuals interested in learning more about Jewish studies. Institutions like Bar Ilan or Brandeis may establish regular lecture courses for the general public. All these diverse forms of raising the level of basic knowledge could be discussed by correspondence via Internet; no doubt, this kind of discussion may bring along new unexpected decisions.
What are the graduates' chances of finding professional employment in the FSU? Are their services required by the existing research, educational, and other institutions?
In Moscow and St. Petersburg Jewish institutes of higher learning willingly hire graduates and even senior students as teachers. However, this is a major characteristic feature of big cities.
At the same time opportunities for communal workers are limited. Jewish institutions should necessarily create possibilities and to ensure attractive job positions for the graduates. However, one way or another the graduates do manage to find employment; there are even several vacant positions. At the same time none of the Project Judaica graduates works today at one of the Jewish secondary educational institutions in the capital or elsewhere.
As long as there is no social demand (specifically for communal workers), the chances of finding work in this field are rather limited.
What are the most realistic ways towards training graduate students?
It is crucial to establish a post-graduate study program, based on cooperation between foreign and local universities and research centers.
This post-graduate program will enable students from the FSU to receive part of their education in Israel, the US, and other countries. Within such a program, the students will spend an entire school year abroad. They will be given an oportunity to improve their level after receiving their corresponding Diplomas during short-term educational periods under the supervision of a foreign Professor. In such a case, foreign universities will provide financial support of post-graduate students studying outside of the FSU. It is important that the students have an agreement with the local university in the FSU that binds both sides with mutual responsibility. This may bring top-quality specialists to our Jewish studies departments.
Another valuable suggestion is to provide financial support to local professors who carry out the academic supervision of post-graduate students engaged in Jewish studies. However, since this program requires sizable funding, the task of implementing it is beyond the possibilities of “Sefer” programs, This kind of programs remind of good intentions and golden dreams.
What is your attitude to the phenomenon of students going abroad to earn their academic degree (New York University, Brandeis, etc.)?
Strictly speaking, "brain drain", especially of young students, from Jewish studies is inevitable. Let me provide you with two examples: none of the graduates from the Moscow State University's Institute for Asian and African Studies Hebrew program are teaching or doing their post-graduate studies; for an entire year now, the Maimonides State Jewish Academy has been unable to fill its position of senior Hebrew teacher, since there are no specialists with MA degree.
There is an exectation that at least some of the graduates presently doing their post-graduate studies abroad will return to this country; that will certainly have a positive effect on improving the level of Jewish studies at our educational centers. It would be reasonable to establish a rule that those students who complete their post-graduate studies abroad should work for a certain period in their home-country like it is done at the Melton program.
What is the role of extracurricular programs in students' lives (Hillel, the Young Scholars Association, and so on)? What role is played by the annual student conference and starting this year, "Eshnov" the Academic Summer School program in Jerusalem, and by other similar programs?
Hillel is an association of Jewish students that involves members regardless the school they attend; its membership is based primarily on nationality; on the contrary the Young Scholars Association is a professional body based on non-ethnic grounds. Members of both organizations may participate in the same events, their activities may overlap in some instances, yet they are essentially different organizations. It is premature to evaluate the role of the annual student conference. Up till this point it has been in the FSU and the Baltic states only once; the second is planned for the current year. No doubt, according to the participants feedback the first conference was a success. Consecuent results and responses proved the first impression. The YSA and JHS published a collection of the conference proceedings, number of applications for the second scheduled conference far exceeded real possibilities of the organizers. We may assume that if held on a regular basis, the conference will play a crucial role in bringing together future specialists for a scholarly dialogue, raising their basic level, as well as improving the students' life and making it more attractive to the young. The annual conference arose considerable interest among students throughout the FSU. Its importance in both academic and communal life is in all ways praiseworthy.
Unfortunately, by now the conference is jeopardized by the lack of funds: most applications for the conference, especially the ones submitted by students from the peripheral districts of the FSU (64), had to be turned down due to lack of finances. Therefore the conference had willy-nilly to be transformed from a large-scale event with geographic, sholarly and socio-psychological implications into a very domestic event with a limited number of participants, most of whom do not have to pay for transportation, or have to pay very little. In effect, not more than one-third of the applicants will be able to attend. The worst aspect of this problem is that we are unable to support those who live in
distant regions. In a number of cases applicants were chosen on the basis of their vicinity to Moscow, not on the level of their papers.
Practically the same may be said about the summer-school project run in Israel for FSU students: since it operates on a limited budget, a maximum of 12 students may take advantage of it. Naturally, this potentially invaluable project cannot be said to generate any major effect under these circumstances.
Facilities
What can we do to help upgrade the level of studies and develop academic libraries? Do we need centralized or de-centralized Jewish study libraries? Are the E-mail and the Internet realistic means of obtaining and exchanging required information in today's Russia? What material and sources (textbooks, etc.) do we need?
What should be done to improve the situation regarding Jewish study libraries? Is it necessary to establish a single centralized library, or rather a number of smaller libraries?
It is unreasonable and impossible to establish a single library of Jewish studies for the entire FSU. We should rather support the existing libraries, making their materials available to the general reading audience.
On the issue of the Central Library for Academic Jewish Studies in the FSU: presently, at least two central libraries might be established:
in St. Petesburg
in Moscow
Generally the FSU libraries require considerable amounts Jewish books and need to create a special book collecting program and may be even a fund to support university libraries.
Is it realistic to make use of the E-mail and the Internet in order to receive and exchange information in today's Russia?
It is absolutely realistic, especially in view of the rapid progress in this area. E-mail correspondence wiil necessarily promote further development of extra-mural forms of studies; it will help to establish contacts with the scholarly community worldwide and to organize conferences and seminars in a more efficient manner.
We should link all Jewish organizations and institutions to Internet to ensure efficient communication between them.
In this respect all the Jewish educational institutions may refer to the bibliograhpic aid provided on complimentary basis by the Jewish Heritage Society to all the scholars in need. Thus, for instance, a Jewish university may sent a request for the bibliographies on a certain topic of Jewish studies and be sure to get promptly back an extensive bibliography in this particular field. On the other hand, the JHS website may be refered to as a par excellance source on Eastern European Jewish History, since it includes on-line publications, bibliographical aids, available for download.
Recently the JHS started an electronic newsletter - "Jewish Scholarship in Eastern Europe" (JSEE) - dedicated to academic research in the field of Jewish history and culture in Eastern Europe. The purpose of the newsletter is to disseminate information about Jewish scholarship and research focusing on Eastern Europe. It covers:
JSEE readrship estimated at 300+ subscribers (about 120 of them - in the FSU).
Which publications are top priorities (textbooks, anthologies, teaching aids, etc.)?
There is a considerable need for both primary and secondary sources.
A paramount task is to provide students with textbooks on various subjects, compiled by local scholars. Therefore we should establish grants and fellowships to promote publications, translations of seminal texts, editing course curricula and preparing Russian-language text-books for Russian students who study Judaica (for instance, Prof. D. Frolov is translating Sa'adiya Gaon's commentaries on Sefer Yetzira; G. Sholem's Kabbala has been translated into Russian).
Generally students lack highly efficient scholarly and educational literature. Since the Aliya Library stopped publishing, the situation has considerably deteriorated. Therefore every form of support should be given to Vestnik of the Jewish University in Moscow the only Jewish scholarly journal published in the FSU. On the other hand, while we lack funding for expensive publishing projects, we should introduce scholars and students to “the reprint and preprint series”, a rapid and cost-efficient publicational program of the Jewish Heritage Society. Due to this program a good deal of secondary sources on Eastern European Jewish culture and history were distributed among hundreds of scholars, students, libraries and research institutions throughout the FSU.
Help from Foreign Colleagues
What role could be played by “Sefer”'s foreign partners in implementing its projects? What kinds of help, besides financial, could they provide?
What role could be played by “Sefer”'s foreign partners in implementing its projects?
The “Sefer” International Advisory Council could play a major role in virtually every program put forward by “Sefer”. Above all we mean updating information and informational carriers like computers, organizing extra-mural programs for our graduates, supplying libraries with scholarly and educational literature, providing expert evaluations and advice, reviewing study courses, giving bibliographical recommendations.
What kinds of help, besides financial, could they provide?
Specifically, in the area of organizing lecture courses (e.g., Prof. Robert Liberles has made two very valuable suggestions regarding guest lecturers for the next year: Janet Hadda, UCLA, Yiddish literature; Katrin Appel, history of Jewish, Christians, and Islam art, especially in the middle ages).
"Sefer" in a Broader Community
How do we increase the Center's role in the community? Should we strive to have the Center's projects involve all Jewish scholars interested in joining the work, or invite only those directly involved in teaching Jewish subjects? What is the role of the Academic Directory (first published by Sefer in 1996) in establishing contacts between colleagues? What role could “Sefer” members play in communal life (charity, education, religious activities, participation in local boards and governing bodies)? What should be the relations between the Center and government officials? Should we strive to be represented in the Duma or the government structures? At the Academy of Sciences? The Russian Ministry of Higher Education? International Jewish academic organizations (such as the World Association of Jewish Studies and the European AJS)?
How do we increase the Center's role in the community?
“Sefer” should establish something like a community club for Jewish intellectuals in Moscow. It will operate as a permanent Jewish center for meetings, discussions, lectures, exhibitions. It will attract and bring together both Jewish and non-Jewish scholars and friends, not only those engaged in Jewish studies. Guidelines and forms of activity are already worked out. We need not more than rooming, organizers, and some funding.
Should we strive to have the Center's projects involve all Jewish scholars interested in joining the work, or invite only those directly involved in teaching Jewish subjects?
We should definitely do our best to attract more scholars and make them interested in Jewish studies, regardless of their primary occupation or professional interests.
What is the role of the Academic Directory (first published by Sefer in 1996) in establishing contacts between colleagues?
This type of reference publication is especially useful for creating a network of scholars or may be even a scholarly community in the FSU. It will enable us to overcome isolation and to create a genuine atmosphere of intellectual club for scholars. Otherwise we would have isolated groups and individuals who do not know anything about current research and developments in their field in particular and in Jewish studies in general. Creating of a network logically raises the level of participation of each scholar in a wider discussions and promotes improving of the basic level of knowledge in this field. Therefore we should exchange information with major organizations that regularly update database of the researchers of Jewish studies in FSU and consecuently publish The Directory, which includes data on individual researchers, scholars, institutions etc. This kind of a Directory should be published once every two years. The publication of the coming edition will be due by the 1998 “Sefer” Conference in English and Russian. It will be a result of joint efforts of “Sefer”, Jewish Heritage Society and MIR Society. This publication will include faculty and researchers affiliated with “Sefer” in FSU, Israel, the US, and European countries.
What role could “Sefer” members play in communal life (charity, education, religious activities, participation in local boards and governing bodies)?
For the purpose of disseminating knowledge of Jewish culture among the larger Jewish public, “Sefer” members should intensify their work at the existing “Sefer” lecture bureau. They should meet as many demand as possible to meet requests of various community centers and clubs.
We have established the following pattern for our work: “Sefer” and specialists in Jewish studies form one group and the community and communal institutions form another. The former will provide the latter with top-quality education and inspire enthusiasm for Jewish studies. Intelligentsia and the senior grades of Jewish (mostly day) schools will be the main consumer of this kind of activities. Teachers at Jewish schools, especially those who graduated from the Higher Courses in Jewish studies will be among the first partners of this project in the regions.
What should be the relations between the Center and government officials? Should we strive to be represented in the Duma or the government structures? At the Academy of Sciences? The Russian Ministry of Higher Education? International Jewish academic organizations (such as the World Association of Jewish Studies and the European AJS)?
There was no consensus about “Sefer”'s representation in the governmental bodies. On the one hand, it was decided to approve “Sefer”'s principle to be beyond politics and to direct itself to the problems of higher Jewish learning and research. Following this suggestion, “Sefer” should not become a Duma member (not even in an advisory capacity on its committees and commissions), yet it should get involved into the work of governmental departments in charge of science and education. On the other hand, it was suggested that “Sefer” should become a part of the Jewish National-Cultural Autonomy. We believe that “Sefer” representation in the international Jewish scholarly organizations should be achieved by developing Jewish studies to an extent where such representation becomes natural and mutually beneficial. Obviously, we should not strive to achieve this goal until we are intellectually in the same boat with our colleagues overseas.
As for individual scholars, their personal membership in scholarly organizations and bodies possible already at this point. Yet the membership of “Sefer” as a collective body seems premature.
In any case, it is reasonable to await official invitation.
Funding and Determining Priorities
What sources of funding for the aforementioned projects can be counted on by “Sefer”? Which local Jewish and other organizations could become the Center's sponsors? Which projects in the field of Jewish studies and teaching do you consider top priority? Which endeavors require immediate support?
What sources of funding for the aforementioned projects can be counted on by “Sefer”? Which local Jewish and other organizations could become the Center's sponsors?
Admittedly, “Sefer” has not been active enough in its fund-raising efforts (applications have been sent to four foundations); it has not been successful in its efforts to obtain funding from sources other than AJJDC. The existing practice of employing a professional fundraising specialist is unacceptable for us. These activities, given a great deal of time and effort they require, have often failed. As, for example, in the case of the Pinkus Foundations; or the Russian Jewish Congress, which has not yet covered $2,000 expenditures for the publication of the late Rutberg's reference-book. At the same time, there are several funds and foundations we have not tried to apporach yet: the Soros Foundation operating in Russia (the Open Society Institute's department of higher education), some private foundations abroad (Meierhof, the Memorial Foundation), as well as Russian academic foundations, even though the latter can be expected to provide modest funding at best.
Which projects in the field of Jewish studies and teaching do you consider top priority? Which endeavors require immediate support?
Conferences, seminars, advanced studies (including those abroad), post-graduate studies, lectures.
“Sefer” should organize an open competition for research and/or educational grants in the field of Jewish studies, similar to those held by organizations that sponsor research and teaching activities. This will attract new participants and provide additional stimuli. “Sefer” could serve as a link between foreign foundations and local researchers.
It is very important to expand a monthly tutoring program for young faculty members from distant regions. Over the past two years, “Sefer” has brought about 10 scholars to Moscow for an intensive study course and in-service training and research. For most of them, it provides the only opportunity to improve their level through contacts with tutors and access to libraries which they completely lack in the periphery.
"Sefer” is overflouded by requests from regional universities asking for participation in guest lectures program. It is almost impossible to satisfy those requests. Focusing on this area is a crucial task. It would be reasonable to both increase the number of foreign professors and local academics visiting FSU universities to deliver lectures, and to make those visits a permanent feature during the school year. Permanent contacts should be established (with a specific plan for every year) between universities in major and regional cities, and a special fund should be set up for visiting professors.
Only with sufficient funding can “Sefer” establish permanent contacts with regional universities.
APPENDIX
Project Outline
JEWISH HIGHER EDUCATION IN THE FORMER SOVIET UNION
ANALYTIC SURVEY
Part A. Structure and Major Programs
1. Social and Cultural Background
1.1 New audience of students and scholars:
1.2 Present structure of the Jewish education in the FSU:
2. Major Centers of Jewish Education and Scholarship in the FSU
2.1 Educational institutions of higher learning:
2.2 Research institutions:
2.3 Umbrella organizations and associations:
3. Regional Aspects of Jewish Education and Scholarship
3.1 Jewish education in the centers and periphery
3.1.1 Centers of Jewish education and scholarship — typical tendencies:
3.1.2 Jewish studies in the peripheral universities:
3.2 Network of Jewish studies professionals:
Part B. Jewish Higher Education
1. Faculty
1.1 Personell:
1.2 Professional qualification:
1.3 Training:
2. Students
2.1 Undergraduate and graduate students:
2.2 Educational activities:
2.3 Employment of graduates:
3. Curriculum
3.1 Present state of affairs:
3.2 Development:
4. Facilities
4.1 Libraries
4.1.1 Current status:
4.1.2 Improvement of the level:
4.2 Electronic media
4.2.1 Access to computers for students and scholars:
4.2.2 Computer media in education:
4.2.3 Electronic mail for communication and information exchange:
5. State Officialdom
5.1 Status of Jewish studies within the system of higher education in the FSU
5.2 Problems of state acknowledgement:
5.3 Representation of the interests of Jewish education:
6. Publicity
6.1 Pereiodicals devoted to the problems of Jewish higher education:
6.2 Rising prestige of Jewish studies:
Part C. Jewish Scholarship and Jewish Higher Education
1. Individual Scholars
1.1 Scope:
1.2 Role in Jewish higher education:
2. Research Institutions
2.1 Activities:
2.2 Role in Jewish higher education:
Part D. International Context
1. Major Partners
1.1 Social and distribution organizations:
1.2 Universities, research centers and associations:
2. Ways of Support
2.1 Upgrading faculty:
2.2 Students training:
2.3 Assistance with study facilities:
2.4 Consultations: