This broad-ranging work explores the cultural world of Babylonian rabbis and their students through the prism of the stories they included in the Bavli, the primary interpretive text of rabbinic Judaism. The anonymous editors of the Bavli, known as the Stammaim, were part of a large institution with a distinctive culture. Jeffrey L. Rubenstein illustrates how their presentation of earlier rabbinic teachings was influenced by their own values and practices. Rubenstein examines the hierarchical structure of the rabbinic academy, the use of dialectics in teaching, the functions of violence and shame within the academy, the role of lineage in rabbinic leadership, the marital and family lives of the rabbis, and the relationship between the rabbis and the rest of the Jewish population.

This is a new presentation of the philosophy of the Talmud. The Talmud is not a work of formal philosophy, but much of what it says is relevant to philosophical enquiry, including issues explored in contemporary debates. In particular, the Talmud has original ideas about the relation between universal ethics and the ethics of a particular community. This leads into a discussion on the relation between morality and ritual, and also about the epistemological role of tradition. The book explains the paradoxes of Talmudic Judaism as arising from a philosophy of revolution, stemming from Jewish origins as a band of escaped slaves, determined not to reproduce the slave-society of Egypt. From this arises a daring humanism, and an emphasis on justice in this world rather than on other-worldly spirituality. A strong emphasis on education and the cultivation of rationality also stems from this. Governing the discussion is a theory of logic that differs significantly from Greek logic. Talmudic logic is one of analogy, not classification and is peculiarly suited to discussions of moral and legal human situations. This book will be of interest to those in the fields of philosophy, religion and the history of ideas, whether students, teachers and academics, or the interested general reader.

According to historical teaching, a Jewish man should give thanks each day for ''not having been made a gentile, a woman, nor a slave.'' Yoel Kahn's innovative study of a controversial Jewish liturgical passage traces the history of this prayer from its extra-Jewish origins across two thousand years of history, demonstrating how different generations and communities understood the significance of these words in light of their own circumstances. Marking the boundary between ''us'' and ''them,'' marginalized and persecuted groups affirmed their own identity and sense of purpose. After the medieval Church seized and burned books it considered offensive, new, coded formulations emerged as forms of spiritual resistance. Owners voluntarily carefully expurgated their books to save them from being destroyed, creating new language and meanings while seeking to preserve the structure and message of the received tradition. Renaissance Jewish women ignored rabbis' objections and assertively declared their gratitude at being ''made a woman and not a man.'' Illustrations from medieval and renaissance Hebrew manuscripts demonstrate creative literary responses to censorship and show that official texts and interpretations do not fully represent the historical record. As Jewish emancipation began in the 19th century, modernizing Jews again had to balance fealty to historical practice with their own and others' understanding of their place in the world. Seeking to be recognized as modern and European, early modern Jews rewrote the liturgy to fit modern sensibilities and identified themselves with the Christian West against the historical pagan and the uncivilized infidel. In recent decades, a reassertion of ethnic and cultural identity has again raised questions of how the Jewish religious community should define itself. Through the lens of a liturgical text in continuous use for over two thousand years, Kahn offers new insights into an evolving religious identity and recurring questions of how to honor both historical teaching and contemporary sensibility.