Jewish Studies

Students are expected to attain proficiency in Hebrew, both of primary sources and modern scholarship, appropriate to their field of study. Proficiency in two other scholarly languages must be demonstrated before the beginning of the third year and proficiency in at least one of those languages must be demonstrated before the end of the first year of course work. Other languages appropriate to the student’s field of study (e.g., Greek, Aramaic, Arabic, Yiddish, Polish, etc.) may be required as well. 

Students in the Jewish Studies subfield must complete RLST 5100 (Theories and Methods) and a total of 12 graduate courses, as do all students in the doctoral program.  Among those 12 courses, students in the Jewish Studies subfield must take the following:

• “Introduction to Jewish Studies” (RLST 6200 / JDST 6500); 
• at least one Jewish Studies course in each of the following historical periods: ancient, medieval, and modern. For periods other than a student’s specialization, this requirement can be satisfied through a survey course, an appropriate seminar, or a reading course, with the choice approved by the faculty member who specializes in that period.

The format of exams is to be determined in consultation with faculty examiners. Typical formats include a 12-hour take home exam, a 3-5 hour written exam, a 2-hour oral exam, or some combination thereof. All exams, whether written or oral, must have two faculty examiners determined by the student. The examiners work with the student in developing the topic of the exam and an appropriate reading list. Exams are to be completed by the beginning of the student’s fourth year, or by the end of the ninth semester if the student is in a language-intensive subfield.

• Examinations in two areas of specialization: These two exams will cover two aspects of the student’s field of study (e.g., literature and history, or two adjacent historical periods). The specific range of subjects covered is to be determined through consultation with the relevant faculty.

• Ancillary field: Each student, in consultation with the relevant faculty, will define at least one ancillary field outside of Jewish Studies, representing a broader historical or methodological context of his or her field of study. Normally, a faculty member from outside of the Jewish Studies subfield will work with the student in developing a topic and reading list for this exam, and in administering and evaluating the exam.

The dissertation prospectus is prepared following the completion of the qualifying exams. Students normally submit a dissertation prospectus and have a colloquium on the prospectus no later than the first semester of their fourth year. The prospectus is developed in consultation with the faculty, and submitted to the subfield faculty, who meet with the student for a two-hour colloquium to assess the scope, significance, and feasibility of the topic and the student’s preparation to accomplish it in a reasonable time. The prospectus itself ordinarily should include a statement of the precise nature of the topic, its significance, its relationship to previous work, and the method and sources to be employed. After approval, a two-page summary of the prospectus is submitted to the entire graduate faculty in Religious Studies and, if none object, to the Dean of the Graduate School. Once accepted, this prospectus becomes the basis for the eventual assessment of the completed dissertation. After acceptance of the prospectus, the student is admitted to candidacy for the Ph.D.

Students normally begin writing their dissertation in the fourth year and  will have finished by the end of the sixth. The completed dissertation must be approved by a committee of three readers and the departmental faculty. There is no oral examination on the dissertation.

The Yale Program in Jewish Studies hosts a seminar series and colloquium series for graduate students, as well as workshops, lectures, and conferences throughout the year. Students in the Jewish Studies subfield are encouraged to participate in these events and have opportunities to play leadership roles.