Jewish Ethics Regarding Refugees: Ideology and Realization

This article addresses the Jewish ethical approach to refugees. According to Jewish ethics, help must be offered to refugees of a foreign people, and sometimes, for the sake of peace, even to those of an enemy state. Reviewing the Jewish sources, I conclude that from an ethical point of view, preference should be given to refugees who are near the border over those from farther away. Priority must be given to those in acute distress who lack the basic items of sustenance. Sometimes there is a special value in finding a way to assist even one's enemies in the hope that such help will break down the barriers of hatred. Similarly, it is ethically preferable to offer help to blameless children over adults, whose intentions might be suspect.

A University in Zion: Max Weber and Gershom Scholem on Jewish Eschatology and Academic Labor

In his “Science as Vocation,” Weber equates rational academic conduct with Jewish ethics. For Weber, the Jewish tradition, which separates moral conduct from messianism, is emblematic of scientists’ strenuous distinction of empiricism from metaphysics. The emergence of a Zionist university in Jerusalem, an institute that was positioned as a part of a Jewish nation-building project, complicated this parallel. This article examines Gershom Scholem's activist approach to Jewish studies as a fundamental revision of the Weberian model of scholarship with the significant role that this model destines to the Jewish tradition. Scholem's vision of scholarship at the Zionist university constitutes Jewish eschatology as a pillar of a scholastic national tradition. Scholem's portrayal of Jewish messianism as an insular tradition overturns Weber's portrayal of Jewish ethics as a lesson for Western academia. Reading Scholem with Weber shows that the enterprise of founding a university in Jerusalem ran counter to European liberal conceptions of Judaism. Moreover, reading them together shows Scholem's notion of academic labor to reinstitute a separatist theological ethos as a formative model for scholarship.