The first year of V’dibarta Bam picks up where the last unit of the V’Shinantam Mishnah Program, Year Two, leaves off. The goals of this first year of V’Dibarta Bam are:

• Give the student a feeling of comfort, ease and self-confidence in navigating a page of Talmud, Vilna edition, based on knowledge of its arrangement and components.

Explanation:

In our day, most students of Talmud rely on a wide variety of materials to mediate between them and the classical Vilna text. The editions of Steinzaltz and Shottenstein, as wonderful as they are, concentrate only on the more efficient transmission of the content of the Talmud, but do not contribute at all to the building of learning skills in the original text. The first goal of V’Dibarta Bam is to move the student back into the classical Vilna edition with the skills to find their way around, and to learn the text with confidence and method.

• Give the student a thorough background to the period of the Amoraim, including knowledge of the basic Bate Midrash and the leading figures in each generation, as well as awareness of the connection between the various Torah centers.

Explanation:

Historical background is not an issue of nicety or “academic” approaches to Talmud – our teachers, the Rishonim, spoke extensively about the need for thorough knowledge of the Amoraim and their Bate Midrash. This knowledge impinges directly and deeply on the ability to understand the sugyot of the Talmud, as the sugyot are organized in specific patterns based on this knowledge. In addition, knowledge of the generations and locations of the various personalities aids in the comprehension of the dynamic nature of the halachic process in the hands of the Amoraim.

• Give the student a thorough background to the teachings of the Amoraim, including their memrot and their sugyot, and the skills to learn them independently.

Explanation:

Torat Ha’Amoraim – the teachings of the Amoraim – have very specific formulations and varieties which indicate by their structure and form what the purpose of the specific statement is in the sugyah. Knowledge of these structures and forms enables a student to know the function of a specific Amoraic teaching even before he/she deals with the specific content. The goal of V’Dibarta Bam is to build in the mind of the Talmud student the ability to see these structures and forms quickly, efficiently and accurately as an aid in the learning of the content.

• Give the student a thorough background to the structure of Amoraic sugyot, and the skills to learn them independently.

Explanation:

Not only are the individual teachings of the Amoraim marked by specfic structures and forms, the sugyot are also organized according to specific templates. Therefore, knowledge of these templates enables pre-scanning of the sugyah and the building of a “GPS map” in the mind of the student. This enables the student to know where the sugyah is going, in what steps, and in what ways. This approach is extemely empowering for the student, and moves the student more rapidly toward independence in Talmud learning.

These four goals are accomplished through units dedicated to each of the goals – see the buttons on your left for explanation and examples of each unit in the Student Materials, Teacher Guides and Teaching Aids.

For more information, please Contact Us at bonayich@bonayich.com.

The first year of V’dibarta Bam picks up where the last unit of the V’Shinantam Mishnah Program, Year Two, leaves off. The goals of this first year of V’Dibarta Bam are:

• Give the student a feeling of comfort, ease and self-confidence in navigating a page of Talmud, Vilna edition, based on knowledge of its arrangement and components.

Explanation:

In our day, most students of Talmud rely on a wide variety of materials to mediate between them and the classical Vilna text. The editions of Steinzaltz and Shottenstein, as wonderful as they are, concentrate only on the more efficient transmission of the content of the Talmud, but do not contribute at all to the building of learning skills in the original text. The first goal of V’Dibarta Bam is to move the student back into the classical Vilna edition with the skills to find their way around, and to learn the text with confidence and method.

• Give the student a thorough background to the period of the Amoraim, including knowledge of the basic Bate Midrash and the leading figures in each generation, as well as awareness of the connection between the various Torah centers.

Explanation:

Historical background is not an issue of nicety or “academic” approaches to Talmud – our teachers, the Rishonim, spoke extensively about the need for thorough knowledge of the Amoraim and their Bate Midrash. This knowledge impinges directly and deeply on the ability to understand the sugyot of the Talmud, as the sugyot are organized in specific patterns based on this knowledge. In addition, knowledge of the generations and locations of the various personalities aids in the comprehension of the dynamic nature of the halachic process in the hands of the Amoraim.

• Give the student a thorough background to the teachings of the Amoraim, including their memrot and their sugyot, and the skills to learn them independently.

Explanation:

Torat Ha’Amoraim – the teachings of the Amoraim – have very specific formulations and varieties which indicate by their structure and form what the purpose of the specific statement is in the sugyah. Knowledge of these structures and forms enables a student to know the function of a specific Amoraic teaching even before he/she deals with the specific content. The goal of V’Dibarta Bam is to build in the mind of the Talmud student the ability to see these structures and forms quickly, efficiently and accurately as an aid in the learning of the content.

• Give the student a thorough background to the structure of Amoraic sugyot, and the skills to learn them independently.

Explanation:

Not only are the individual teachings of the Amoraim marked by specfic structures and forms, the sugyot are also organized according to specific templates. Therefore, knowledge of these templates enables pre-scanning of the sugyah and the building of a “GPS map” in the mind of the student. This enables the student to know where the sugyah is going, in what steps, and in what ways. This approach is extemely empowering for the student, and moves the student more rapidly toward independence in Talmud learning.

These four goals are accomplished through units dedicated to each of the goals – see the buttons on your left for explanation and examples of each unit in the Student Materials, Teacher Guides and Teaching Aids.

For more information, please Contact Us at bonayich@bonayich.com.