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TITLE
MJSA PRESENTATION
THE RASHI DATABASE PROJECT
(C) RashiYomi (Russell Hendel) 11-01-01
Based on a Presentation Oct 29 2001
13th MJSA Midwest Jewish Studies Association
Spertus Institute
Chicago Illinois
Volume 90 Number 1




SLIDE A: BACKGROUND
 

This slide contains light background on
- Bible,
- Rashi,
- Website and
- my goals/focus


Meanings of Terms



BIBLE, in this talk refers to the first 5 books: Gn-Dt; about 6000 verses


RASHI was A Mideval commentator(Used Talmud & later sources): 7800 Comments on Bible


A RASHI WEBSITE: http://www.RashiYomi.Com/ Attempt to classify Rashi rules [0]


My Fundamental focus: Why are some Rashis more acceptable/defensible than others?


My Fundamental focus: Are there characterizations of Rashis Methodology independent of content?




COMMENTS

[0] This talk may be found at URL: http://www.RashiYomi.Com/my-talk.htm
    The web version has all references & verse citations.






SLIDE B: BACKGROUND
 

This slide contains light background on me.
Why am I here? What is my expertise. How can my expertise shed new light on understanding Rashi


My areas of expertise



Appreciation to Conference Organizers for letting a Mathematician-Computer Scientist speak


* PRESENTLY: I Work for GOV; CMS; HHS; I Work with Medicare Data & Databases


* I have an Associateship (ASA) Actuary--studies distribution of data


* I have a Ph.d. In Mathematics. I Currently (Adjunct) Teach Math Courses (Towson University)


* I have a dozen Publications on (Matheatical) Pedagogy


* I have About half a dozen publications on Biblical Exegesis and or Jewish Philosophical issues


**** MY GOAL: Extend 95 work on using databases as a vehicle for defining pedagogy & ed analysis:[2] ****


**** Show how database theory concepts(independent of content) aid in understanding Rashi ****




COMMENTS

[2] Russell Hendel CALCULUS REMEDIATION USING DATABASES, Presented at the 8th
    International Conference on Technology in College Mathematics (ICTCM-8)
    http://archives.math.utk.edu/ICTCM/EP-8/C39/text/paper.txt






SLIDE C: BACKGROUND
 

This slide contains a light overview of the talk.
I have completed explanation of 25% of all Rashis
There are 5 areas where I think I can make a new contribution


GOALTOPIC



G-I:DATABASE(SQL)/Mathematical formulation of Rashi approach


G-II:RABBI ISHMAEL RULES: They are style rules governing restrictive-broad interpretation


G-III:OCONNER(Semantic Component):Repetitive poetic passages describe Project stages


G-IV:PEDAGOGY:4 methods:Near Miss,Workbooks,Empathy,Bottom-Up


G-V:WORD TAXNOMIES: e.g ACH means USUALLY or MOST OF [1]




COMMENTS

[1] Russell Jay Hendel; PESHAT & DERASH: A NEW INTUITIVE & ANALYTIC APPROACH,
    Tradition, Winter 1980, Volume 18 #4,pp 327-342






SLIDE D: 95 PAPER [2]
 

This slide reviews my 1995 paper, a technical paper On Teaching Calculus II
I will Reformulate it for teaching e.g. Hebrew Grammar


ITEMDESCRIPTION



GOAL OF PAPER:Describe Teaching concepts using Database concepts (SQL [30])


USES OF PAPER:Database definition of Pedagogy, remediation, advanced learning




COMMENTS

[2] Russell Hendel CALCULUS REMEDIATION USING DATABASES, Presented at the 8th
    International Conference on Technology in College Mathematics (ICTCM-8)
    http://archives.math.utk.edu/ICTCM/EP-8/C39/text/paper.txt

[30]  C J Date; An Introduction To Database Systems,Addison Wesley, August 1999







SLIDE E:  95 Paper:
 

This slide suggests how we should perceive courses.
We should perceive every course as an interaction of 4 databases: Db#1, Db#2...


Db#NAME OF DATABASEWhat this database file contains



Db#1RECOGNITION DATABASE:What ROOT FORM do we deal with: eg 12-Hey, 1-2-2; 1-2-3, Hey-2-3


Db#2METHOD DATABASE:eg What are rules for weak root letters? What happens if 3rd letter is hey?


Db#3CASE DATABASE:What are the cases of each method? eg Rules for Weak HEY in PAST, FUTURE


Db#4STEP DATABASE:The so called Tables  (eg Table for 1-2-Hey, Piel)







SLIDE F: 95 Paper:
 

This slide shows how the above 4 databases can be used
to succinctly formulate some familiar pedagogy concepts


CONCEPTIDEADatabase formulation



DEFINE TEACHING:To teach grammar=To explain FORMS-METHODS-CASES-TABLES.SQL JOIN of 4 Databases


REMEDIATION:Remedial students Memorized tables; but cant recognizeRECOGNITION DATABASE


ADVANCED LEARNING:The A student usually knows more CASES than the B studentCASE DATABASE


CRITIQUE of ED:Most education / books overly deal with STEPS-TablesNeed all 4 tables







SLIDE G: GOAL I: A SIMPLE EXAMPLE [3] Gn44-16b
 

The goal of this slide is to present a simple example
The example illustrates how databases can facilitate formulation of Rashis methodology.
Recall we seek criteria answering the following question:
Why are some of the 7800 Rashis more acceptable than others


ITEMDESCRIPTION



The Rashi ExampleHe Explains Nun-Tzde-Tauv-Dalet-Kuph (NTzTDQ) as HITPAEL


The Rashi ExampleHe explains the special rare Tz-2-3 Hitpael rule (H-T-1-2-3 vs H-1-T-2-3)


QUESTION:This Rashi is acceptable. Why?


ANSWER:Rashi is acceptable Because Rashi used known grammar tables


LETS GENERALIZE:Rashi acceptable if he JOINS with expert databases in another domain


THE RASHI THESIS:Rashi reports rare SQL joins with expert databases in another domain




COMMENTS

[3] http://www.RashiYomi.Com/gramr-13.htm
    Gn44-16b







SLIDE H: GOAL-I RICHER RASHI EXAMPLES
 

The goal of this slide is to present many more Rashi examples
from several expert domains illustrating the Rashi Thesis:
Rashi WAS MENTIONING RARE SQL JOINS WITH DATABASES IN OTHER EXPERT DOMAINS
We 1st Present EXAMPLES To motivate; Then we present the abstract theory
Examples are presented from 3 expert domains: THEOSAURUS,GRAMMAR,MITZVOTH(COMMANDMENTS DBASE)


EXPERT DBWHAT IS RARE



MITZVOTHOnly 1-2 dozen commandments mention SLAVES IN EGYPT[4] (& hence a dozen Rashis)


MITZVOTHOnly 5(from 613) commandments mention FEAR GOD;[5] (& hence 5 Rashis)


MITZVOTHHalf a dozen commandments mention SO THAT YOU CAN LIVE LONG/BE REWARDED [6]


GRAMMARRare Biblical HITPAEL forms in Tz-2-3 roots[3] (& hence the Rashi above)


GRAMMARRare alternative forms/conjugations: e.g. VAYIVEN vs VEYIVNEH[7] [8]


THEOSAURUSRoots meaning SPEECH/CHATTER: AMR,DBR,DBH,RGN,(MLL)[9]




COMMENTS

[4] http://www.Rashiyomi.Com/egypt-5.htm.
    Hence there are about a dozen Rashis
    Dt15-15 Dt05-15 Dt16-12 Dt24-18 Lv11-45 Lv22-33 Nu15-31 Ex29-46
    Dt15-15 Dt05-15 Dt16-12 Dt24-18 Lv11-45 Lv19-36 Lv25-38 Ex20-02
    Nu15-31 Lv22-33

[5] http://www.RashiYomi.Com/fear-3.htm
    Lv19-14c Lv25-42a Lv25-17a Lv19-32b Lv25-36b

    NOTE: The notation Lv19-14c means the 3rd Rashi (Rashi c)
    on verse 14 or chapter 19 of Leviticus

[6] http://www.RashiYomi.Com/reward-4.htm
    Dt11-21a Dt24-19d Dt12-25b Dt22-07a Ex20-12a Ex16-20b Dt17-20b
    Note: The Biblical Phrase indicating Reward is not uniform in all 7 examples
    (This could be dealt with in SQL by using the OR operator or better still by
    joining to a THEOSAURUS database which lists synonyms of REWARD)

[7] http://www.RashiYomi.Com/gramr-8.htm
    Gn07-23a Gn24-65a

[8] More generally we can ask, WHICH GRAMMAR CASES DOES RASHI COMMENT ON
    According to the Rashi thesis Rashi comments on RARE grammatical forms
    or on NEAR MISSES, FORMS that almost look alike. Here are some examples

    See the follwing URLS for near misses (similar conjugations)
    http://www.RashiYomi.Com/gramr-3.htm
    http://www.RashiYomi.Com/gramr-5.htm
    Gn49-04d Ex19-18a Dt07-23a   Gn41-35a Gn43-18a
    Gn46-26a Gn18-20b Gn15-17e Gn29-06a Gn34-29b Gn42-21b Ex01-20a

    See the following URL for rare conjugations
    http://www.RashiYomi.Com/gramr-12.htm
    http://www.RashiYomi.Com/gramr-13.htm
    Ex03-02c Ex05-14c Ex05-23a Gn44-16b

    My acknowledgement to a beautiful new book, the GRAMMATICAL
    FORM KONKORDANCE which enables us to precisely give statistics
    on grammatical forms.

    Alfred Silberman, SEFER AMAYLIM BATORAH, Volumes I,II,III, 1999
    (Private Publication; ASilber@Aol.Com)

[9] Any discussion on meaning necessarily takes time. Let me therefore suffice
    with the following reference discussing some of the issues of words meaning speech
    http://www.RashiYomi.Com/nu14-36a.htm

    This URL discusses the following roots:
    DBH = Chatter (Nu14-36a)
    RGN = Talk Paranoically (Dt01-27)

    I conjecture that AMR means SPEAK while DBR means CITE but this is by no means
    easy to prove. Finally Rav Hirsch suggested that MLL refers to the uni-word
    utterances of severely anguished people.

    Since I have not proven any of the above the reader should perceive Rashi as
    reporting on the phenomena of roots with similar meanings and suggesting
    avenues of delineating nuances.






SLIDE I: GOAL-I DATABASE THEORY FORMULATION OF THE THESIS
 

The goal of this slide is to give the THEORETICAL formulation of the above examples.
That is the goal of this slide is to DEFINE the basic concept of the Rashi thesis:
RARE OCCURENCE OF EXPERT DOMAIN
This definition will be done in SQL
We define 2 types of rarity. Other types may also be defined.


STEP #WHAT IS DONE AT THIS STEP



Step 1:Start with a Database of Bible,B, (e.g. each WORD,VERSE,or PHRASE[10] is 1 record)


Step 2:Select EXPERT DOMAIN (e.g. Theosaurus, Grammar, Miztvoth)


Step 3:Add a field/column to B:Call it E:(e.g. DONT KILL is labeled as COMMANDMENT #987
Equivalantly: JOIN Bible and Commandments ON SAME VERSE


Step 4:(OPTIONAL) "Create Table B1 as Select DISTINCT b,e from B;" (Remove duplicates)


Step 5a(Formulate RARE WORDS IN MTZVOTH)"Select b,count(e) from B1 where e not null Group by b order by count(e);"


Step 5b(Formulate RARE GRAMMATICAL FORMS)"Select e,count(e) from B where e not null Group by e order by count(e);"


Step 5cOther formulations (eg Near Misses..)


POINT:WE CAN NOW MACHINE GENERATE THE RASHIS THAT SHOULD EXIST




COMMENTS

[10] We can (formally) define a phrase using Biblical cantillations but this will not
     be done here.






SLIDE J: GOAL-I CONCLUSIONS
 

This slide will state some
- conclusions,
- consequences and
- assumptions
of the Rashi thesis


Conclusions



* Rashi was MASORITE vs COMMENTATOR [41]


* One focus of Rashi was on RARELY occuring phenomena [42]


* Rashis main job was to MENTION anomaly [43]


* Comment: My observations assume/require a UNIFIED text


* Comment: U Shaped curves [44]


* Comment:[31],[32] WHAT IS QUESTION, WHAT IS BOTHERING RASHI approach;emphaze QUERIES vs EXTRA WORDS




COMMENTS

[41] Rashi preserved text anomalies

[42] Rashi functioned Like The Small & Big Masorah commentary

[43] Thus I am conjecturing that Rashis commentary functioned like the
     Minchat Shai commentary.

     What about EXPLANATIONS of these rare phenomena.
     My current position is that this was a secondary function of Rashi.
     Rashi would POINT in the direction of a reason but did not necessarily provide a reason.

     Here is an example: There are about a dozen Rashis on the rare phrase DO THIS
     COMMANDMENT BECAUSE I TOOK YOU OUT OF EGYPT. A typical Rashi comment is
     AND I TOOK YOU OUT ON CONDITION THAT YOU REMEMBER AND DO THIS COMMANDMENT.

     So Rashi hasnt really explained why EGYPT is mentioned with PARTICULAR commandments.
     True he IDENTIFIED the list. And true, some generalizations are easy (E.g. Class-distinction
     commandments usually mention Egypt; eg the prohibition of using slaves on Sabbath or the
     prohibition of mistreating widows). BUT RASHI DIDNT REALLY STATE THIS EXPLICITLY. Hence
     my conclusion is that Rashi was pointing TOWARDS a reason but his primary focus
     was mention of rarity.

[44] This is a bit technical. Consider the commandments database.
     * Note that many words occur in EXACTLY 1 commandment (ie each commandment has
       words unique to that commandment)
     * Note that many words occur in several 100 commandments (e.g. DONT Kill, DONT steal)
     * So when words are Rare they typically occur in say 5-20 commandments
     * A graph of Commandment frequency will therefore be U shaped


[31] Rabbi Avigdor Boncheck, Whats Bothering Rashi, Feldheim, 1999-2001
     Dr Nehama Leibowitz, New Studies in Shmoth, World Zionist Organization, 1986

     See next footnote

[32] There are several authors (See [31]) that emphasize studying Rashi by finding
     out the question or what is bothering Rashi. My response to this is that
     Rashi was ONLY bothered by Database Anomaly--he was not bothered by EXTRA WORDS.
     A simple example of this difference in approach may be found at
     http://www.RashiYomi.Com/gn01-22b.htm
     http://www.RashiYomi.Com/h7n23.htm

     Rashi commented on Gn01-22b BE FRUITFUL AND MULTIPLY as follows
     Rashi: Be fruitful--numerically; multiply--in spirit (qualitatively)
     But Rashi was NOT bothered by the repetitive phrase
     Indeed I show that FRUITFUL & MULTIPLY is the normal way to bless
     Rather Rashi was commenting on the few rare occurences when it only says FRUITFUL
     Each of these 4 occurences is connected with extreme adversity
     So it seems reasonable BASED ON THE DATABASE QUERY to connect FRUITFUL to simply
     physically multiplying. One immediately infers that FRUITFUL & MULTIPLY refers to
     quantitative and qualitative reproduction. The point here is that the emphasis is
     on the database query as a vehicle of determining questions. The focus on extra
     words is irrelevant.






SLIDE K: GOAL-II Rabbi Ishmaels Rules [11] [12] Dt25-04a
 

This goal of this slide is to give a simple example illustrating
my approach to the Rabbi Ishmael rules


SOURCEPHRASE1PHRASE2PHRASE3



EXAMPLE:Dont Muzzle*an Ox**while threshing***


TALMUDIC INTERPRETATIONDont stop in any way*any animal**while doing its work***




COMMENTS

[11] See URL http://www.RashiYomi.Com/example1.htm
             http://www.RashiYomi.Com/example2.htm
	     http://www.RashiYomi.Com/example3.htm	thru
             http://www.RashiYomi.Com/example9.htm
	
[12] Dt25-04a. See URL http://www.RashiYomi.Com/example3.htm for more examples
     The following examples are presented.
     Ex21-28a Ex21-17a Ex22-21a Ex22-30b Dt22-23a Dt23-11a Dt13-07f
     Dt15-19b Dt25-04a
     These examples all illustrate the GENERALIZATION style.

[45] Note how the Talmudic interpretation GENERALIZE the verse
     There are two other possible approaches
     We could interpret the verse literally (only oxen are prohibited...)
     We could interpret the verse with a slight generalization(eg major working animals)






Slide L: Goal-II Rabbi Ishmael Rules
 

The goal of this slide is to present the Rabbi Ishmael Thesis:
THESIS: Every Biblical law can be interpreted in 3 ways:
Rabbi Ishmael Rules Govern 3 Major styles indicating the Author's intended interpretation


ITEMMETHOD-1METHOD-2METHOD-3



INTERPRETATION:LITERALLY(RESTRICTIVELY),SLIGHT GENERALIZATION,BROADLY(FULL GENERALIZATION)


STYLE:GENERAL-EXAMPLE,EXAMPLE-GENERAL;ONE CLAUSE SENTENCE





<



M: GOAL-II Rabbi Ishmael Rules SOURCES/EXAMPLES
 

The goal of this slide is to present EXAMPLES for the
Rabbi Ishmael Thesis. One supporting source is the explicit statement [13]
in the Talmud that ALL one-clause laws should be fully generalized


VERSESITUATIONTEXTSTYLEINFERENCE



Ex21-28aOX damagesWhen an OX goresONE CLAUSEWhen any animal gores


Ex21-17aWitchcraftFemale witch diesONE CLAUSEAny witch dies


Ex22-30bKashruthsick animal in fieldONE CLAUSEAny sick animal


Nu05-12dSotahDescerates..adulteryGENERAL-EXAMPLEOnly adultery [46]


Dt06-06aLove GodLove God...learnGENERAL-EXAMPLELove of God=learning [46]


COMMENTS

[13] Rashi Pesachim 6
[46] See especially http://www.RashiYomi.Com/example4.htm for similar examples






Slide N: Goal-III (The Project Poetry thesis) A simple example [19]
 

The goal of this slide is to present a simple example that will introduce the
proposed semantic component of the poetry thesis.
O'Conner[35] might say that the verse developed the murder theme over 4 units
I suggest viewing the 4 units as 4 stages to murder


Dt19-11aStage In Murder



When a person HATES a personStir up Hatred


& Ambushes himAMBUSH, STALK, SPY


& Confronts himBickerings and disagreements


& Hits & kills himMurder




COMMENTS

[19] See http://www.Rashiyomi.Com/example9.htm for a large set of examples

[35] O'Conner layed down an elaborate theory of parallel & contrasting poetic units
     See the following reference and critique

     O'Connor, HEBREW VERSE STRUCTURE, Winona Lake, IN, Eisenbrauns 1980

     Holladay, HEBREW VERSE STRUCTURE REVISITED(I) and (II),
     Journal of Biblical Literature 1999, Vol 18 pp 19-31 and pp 401-433






Slide O: Goal-III THE PROJECT POETRY THESIS: 3 ASSUMPTIONS
 

The goal of this slide is to present the assumptions used in the above example.
These are the 3 assumptions needed in the Project Poetry thesis


The 3 Assumptions



* There were nations that murdered using these 4 stages(I cant prove this)


* The Bible in effect used a HYPERLINK methodology to refer to them


* Keywords were posited:HATE, AMBUSH, STALK, KILL:which had specific meanings to Experts







Slide P: Goal-III ANOTHER EXAMPLE [21]
 

The goal of this slide is to present another simple example of the poetry thesis
This simple example will prepare us for the subtleties discussed in slige Q
This example is actually cited by OConnor who views the verse as simply
REPETITIVELY DESCRIBING OBESITY 3 TIME. My position is that 3 Stages to
irreversible obesity are described. The subtle differences in these 2 approaches
will then be analyzed.


Dt32-15Hebrew wordEnglish WordStage



Dt32-15aSh-M-N-TaOiledEat (oily?) Fat foods [47]


Dt32-15bA-Vi-ThaThickenedYou got fat(obese)    [47]


Dt32-15dKa-Thi-TaCoveredFlabby(Permanance)    [47]




COMMENTS

[21] See http://www.RashiYomi.Com/example9.htm for a general set of examples

[47] The implication here is that
     OIL means the FOOD is Fat
     OBESE means the PERSON is fat
     FLABBY means the Obesity is irreversible (Because of the flabbiness)






SLIDE Q: Goal-III 3 SUBTLETIES OF THIS PROJECT THESIS
 

This goal of this slide is to show the subtleties in the Project Poetry thesis
A RECAP OF THESIS: We assume a hyperlink to a known expert domain thru 3-4 keywords [21]
This Method [37]is useful for Rashis appearing sermonic, with Difficulties in proof [23]


3 Subtleties



* There are 3 Methods For meaning: Dictionary/Usage: Grammar: Project Hyperlinks


* You can NOT justify the PROJECT thesis thru Grammar or Word methods


(e.g. why should OILED refer to FOOD; why should THICK refer to CONSUMPTION)


* Rather the Justification is our BELIEF that the Author intended text to be read this way




COMMENTS

[21] See http://www.RashiYomi.Com/example9.htm for a general set of examples

[37] This thesis first seems to have been explicitly mentioned by Rav Hirsch
     in his commentary on Exodus 21. Rav Hirsch compares talmudic comments to
     the notes students take at a lecture. Ordinarily we would not attach
     significance to small notations. But if a student is taking notes then every
     curl, period, asterisk and slash may have a special meaning to that student
     which can be reconstructed thru general analysis.

[23] The worst example I could find is Dt20-03c, Dt20-03d, Dt20-03e Dt20-03f
     Dt20-03g. See example (70) at http://www.RashiYomi.Com/example8.htm

     The verse repetitively says not to be afraid: It uses 4 words:
     SOFT HEARTED, FEAR, ANXIOUS, SHATTERED
     Rashi arbitrarily connects these to 4 components of war
     HORSES (Transportation), SHIELDS (resources), BATTLE CRY(morale)
     COMMUNICATION (Horn blasts)






SLIDE R: Goal-IV EDUCATION 4 Pedagogy METHODS In Rashi
 

The goal of this slide is to briefly outlin
- 4 pedagogy methods used in Rashi
- present examples of them
- show their benefits


METHODEXAMPLEVersesBrief Illustration



Bottom UpInterrogative Hey[47]Default case; Before guttural,shva; exceptions


Near MissGrammar Conjugations[8]BA-ah vs ba-AH, O-chel vs o-CHAYL, O-SHON vs o-SHAN


EmpathyFEAR GOD in 5 mtzvth[5]Is reason..: No Money<->No one will see me


WorkbookBalak-Bilam dialog[27]Balak said PLEASE; Bilam omitted. Why?




COMMENTS

[47] The Rashis on the Interrogative Hey may be found at URL
     http://www.rashiYomi.Com/gramr-2.htm. Some Rashis are

     Gn03-11b Gn41-38a Gn04-09c Nu32-06a Gn27-38a Gn18-17a
[8] More generally we can ask, WHICH GRAMMAR CASES DOES RASHI COMMENT ON
    According to the Rashi thesis Rashi comments on RARE grammatical forms
    or on NEAR MISSES, FORMS that almost look alike. Here are some examples

    See the follwing URLS for near misses (similar conjugations)
    http://www.RashiYomi.Com/gramr-3.htm
    http://www.RashiYomi.Com/gramr-5.htm
    Gn49-04d Ex19-18a Dt07-23a   Gn41-35a Gn43-18a
    Gn46-26a Gn18-20b Gn15-17e Gn29-06a Gn34-29b Gn42-21b Ex01-20a

    See the following URL for rare conjugations
    http://www.RashiYomi.Com/gramr-12.htm
    http://www.RashiYomi.Com/gramr-13.htm
    Ex03-02c Ex05-14c Ex05-23a Gn44-16b

[5] http://www.RashiYomi.Com/fear-3.htm
    Lv19-14c Lv25-42a Lv25-17a Lv19-32b Lv25-36b

    Note the suggested explanation FEAR GOD IS MENTIONED BY MONETARY COMMANDMENTS
    only applys to one commandment. The alternative explanation FEAR GOD IS
    MENTIONED BY COMMANDMENTS WHERE NO ONE ELSE CAN SEE YOU BESIDES GOD is supported
    by all 5 commandments. Hence, Rashi, by giving both explanations, was being
    EMPATHIC with the student who could only generalize from one case

[27] See http://www.RashiYomi.Com/align-34.htm for an account of all dozen differences
     The Rashis involved are Nu22-05d Nu22-05f Nu22-06a Nu22-11a Nu22-11b






Slide S: Goal-V: WORD TAXONOMIES: A simple example
 

The goal of this slide is to show a simple example of the word taxonomy
project which was first proposed in [1]. In [1] I suggested that an adequate
semantic model for the Hebrew word ACH is the translation USUALLY. This semantic
model accounts for unusual Talmudic interpretation as exhibited in this table[22]

The general outline of the WORD project is to
-- Gather all uses of a word
-- Find semantic models for the Talmudic approach
-- Study statistically


VERSETEXTTALMUDIC/RASHI COMMENT



Ex31-13bUSUALLY observe sabbathExcept when there is danger to life


Lv23-27aUSUALLY Yom Kippur atonesExcept when you have to ask human forgiveness


Dt16-15USUALLY be happyBut not the first day of the holiday




COMMENTS

[1] Russell Jay Hendel; PESHAT & DERASH: A NEW INTUITIVE & ANALYTIC APPROACH,
    Tradition, Winter 1980, Volume 18 #4,pp 327-342

[22] See URL http://www.RashiYomi.Com/ach-6.htm for a large set of examples.






Slide T: Goal-V SOME RESULTS [28]
 

The goal of this slide is to illustrate
3 types of results from the word taxonomy page [28]
-- Controversial results (ACH means USUALLY)
-- Known Results (KI means BECAUSE, IF....)
-- New but acceptable Results (KOL means all groups, no exceptions)


WORDREF.MEANINGRASHITRANSLATION OF VERSE INCLUDING RASHI



ACH[22]USUALLYEx31-13bUsually observe Shabbath unless these is danger to life


ACH[22]MOST OFNu31-22aMost of the utensil should be purified (but not the rust)


KOL[36]All speciesGn06-12aALL flesh became corrupt (Even the animals)


KOL[36]No exceptionGn19-04bALL of Sedom gathered for the rape(NO exceptions)


KOL[36]Even bordersNu14-01aThe Whole nation complained (Even the leaders)


Kol[36]All partsLv21-11bDont defile to ALL dead (Even to a severed organ)


KI[29]BecauseGn18-15aSarah denied it BECAUSE she was afraid


KI[29]QuestionGn29-15aIs being a relative a reason for no pay


KI[29]RatherDt15-08bDont be miserly; RATHER give charity


KI[29]IfEx34-09aIF we are obstinate than forgive us


KI[29]THATNu20-29cThe nation saw THAT Aaron died


KI[29]PerhapsEx23-05cPERHAPS you will see him and desert him? No




COMMENTS

[28] http://www.RashiYOmi.Com/words.htm is the Master sheet hyperlinking to all
     word analysis.

     This is one goal of the Rashi database project:
     - A central word sheet links
     - to individual word sheets (eg sheets on ACH, KI, KOL)
     - each sheet of which contains the taxonomy and examples for that word

[22] http://www.RashiYOmi.Com/ach-6.htm
[29] http://www.RashiYomi.Com/ki-11.htm
[36] http://www.RashiYomi.Com/all-18.htm