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| | My MMY- Medical Clowning Chessed |
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An Analysis of Hashkiveinu, the Exodus and Life
By Rav Yitzchak Avraham Twersky
(current MMY Teacher)
There is a common mistake that people make all the time. They think that Hashem took us out of Egypt in order to bring us to Har Sinai and give us the Torah. People often say that the destination of the Exodus was Mount Sinai. They are wrong!
One of the greatest giants of our generation, Rav Zuriel, points out [in his Derishat Zion (parshat Vaera)] that one of the greatest of the Achronim, Rav Meir Simcha of Devinsk [in his Meshech Chochma] identifies Israel as the telos of the Exodus. While we needed to receive the Torah at Sinai, the goal was to then live it in its ideal context, Eretz Yisrael (see e.g. Devarim 4:13-14; 6:1-3; 12:1; 31:13; Shut HaRashba I:134)[1].
Ha Lachma Anya: A Real Invitation?
By Michal Laub
(current MMY student)
Every year we recite Ha Lachma Anya as an open invitation to all those who wish to join us at our Seder meal. It used to be that poor people would actually take their neighbors up on this offer and join the Seder. However, according to the Avudraham, many non-Jews began to take advantage of it, so the Jews stopped extending this invitation literally, rather it became symbolic. Today, Ha Lachma Anya has become like any other part of the haggadah, families sing it at their tables well aware that no poor people are actually going to come. Additionally perplexing, Rav Rimon notes, by the time we begin saying Ha Lachma Anya, we are already well into the Seder- everyone is seated and the doors are locked! Why don't we invite the poor to the Seder before we actually begin? Why do we continue to say Ha Lachma Anya? If we are not actually reciting it to welcome the poor to our Seder, what is its significance?
 Listen to MMY's Library of Shiurim about Pesach
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Mrs. Shalvie Friedman grew up in Johannesburg, South Africa. After learning in Nishmat for a year and a half she returned to South Africa with a passionate vision for Jewish Women's Education. While studying math and finance at the University of South Africa, she worked in kiruv through the South African Board of Jewish Education, and later, created an advanced Limudei Kodesh track in two girls high schools in South Africa. There she served as a primary school teacher and co-director of the informal programming attached to the advanced track she instituted. Shalvie's work in Johannesburg completely transformed the educational system and the community. As a result of Shalvie's groundbreaking work, the level of learning for young women in Johannesburg has increased tremendously. This has enabled many more girls from South Africa to learn at MMY.
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(Jerusalem, Israel, Executive Director, OLAM)
Although it was 18 years ago, my year at MMY has stayed with me and continues to impact my life until this day. I was part of MMY's second cohort when it was still in somewhat of an experimental stage and could not be more grateful for such a positive experience. It was a year filled with learning Torah with very little distractions. Looking back, I realize how rarely that opportunity presents itself. I am still in touch with many of my friends from MMY and I was lucky to stay involved with MMY, both personally and professionally, many years after I left my year in seminary.
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History Channel that is. Every year MMY organizes fun and meaningful programs for the girls who stay in Israel during Pesach break. One of the pre-Pesach activities this past year was spending the day doing important volunteer work at The Temple Sifting Project. A documentary which was broadcast on both the History Channel and BBC explains how the organization depends on their volunteers to help sift through piles of sacred dirt from Har Habayit that holds 3,000 years of Jewish history.
J Jerusalem U Comes to MMY!
This semester, MMY has started offering a new class on Israel advocacy! Jerusalem U is a non-profit organization that is committed to strengthening the emotional and intellectual connection of young Jews to Judaism and Israel. Various topics are discussed in the class such as refugees, Israel's establishment in 1948, Jewish and universal rights, Judea and Samaria, the Arab world and the regional conflict. Each topic is taught in a way that provides students with a methodology of how to communicate the facts.
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