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A typical Beth Midrash, Yeshivas Ner Yisroel, Baltimore
Zal, Toras Emes Yeshiva, Jerusalem
Beth Midrash – Machon HaGavoah LeTorah, Bar-Ilan University

A beth midrash (Hebrew: בית מדרש, "house of learning"; pl.: batei midrash), also beis medrash, bais midrash, or beit midrash, is a hall dedicated for Torah study, often translated as a "study hall".[1] It is distinct from a synagogue (beth knesseth), although the two are often coextensive. In Yiddish the beth midrash may be referred to as a zal, i.e. "hall". Beis midrash can also refer to a yeshiva gedolah, the undergraduate-level program in Orthodoxy, for boys over 12th grade.[2]

The Arabic term "madrasah" is derived from the same Semitic root, and refers to any type of educational institution. The root דרש means "to seek [knowledge]"[3] and is then generalized to mean "expound".

History

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Early rabbinic literature, including the Mishnah, makes mention of the beth midrash as an institution distinct from the beth din and Sanhedrin. It was meant as a place of Torah study and interpretation, as well as the development of halakha (the practical application of the Jewish Law).

The origin of the beth midrash, or house of study, can be traced to the early rabbinic period, following the Siege of Jerusalem (70 CE) in which the destruction of the Temple took place. The earliest known rabbinical school was established by Rabbi Yochanan ben Zakkai at Yavne. Other official schools were soon established under different rabbis. These men traced their ideological roots back to the rabbis of the late Second Temple period, specifically the Houses of Hillel and Shammai, two schools of thought.

By late antiquity, the beth midrash had developed along with the synagogue into a distinct though somewhat related institution. The main difference between the beth midrash and beth ha-keneseth (synagogue) is that the beth ha-keneseth is sanctified for prayer only and that even the study of Torah would violate its sanctity while in the beth midrash both Torah study and prayer are allowed. For this reason most synagogues designate their sanctuary as a beth midrash so that in addition to prayer the study of the Torah would also be permitted.

Structure

[edit]
Beth Midrash of Yeshivat Kerem B'Yavneh.

There are generally either benches or chairs for sitting, along with tables on which books are placed. In Lithuanian yeshivas the beth midrash will have shtenders (standing desks resembling lecterns; the Yiddish word is derived from the German Ständer).

A characteristic beth midrash has many hundreds of books, including at least several copies of the entire Talmud, Torah, Tanach, siddurim (prayer books), Shulchan Aruch, Mishneh Torah, Arba'ah Turim, Mishnah Berurah, Aruch HaShulchan and other frequently consulted works.

In modern times, batei midrash are typically found as the central study halls of yeshivas or independent kollels, both institutions of Torah study. The location and institution of study are often interchanged, so in popular parlance, yeshivot are sometimes referred to as batei midrash. A beth midrash may also be housed in a synagogue, or vice versa. In antiquity, this is a matter of debate (see below). Many batei midrash originally serve the community but attract a yeshiva in the course of their existence.

Virtual beth midrash

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A virtual beth midrash is an online forum that provides articles for self-study and live, online classes, which sometimes makes use of "breakout groups" to provide for chavrusa-style learning typical of a traditional beth midrash study hall.[citation needed]

See also

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References

[edit]
[edit]
Revisions and contributorsEdit on WikipediaRead on Wikipedia

Beth midrash

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from Grokipedia
A beth midrash (Hebrew: בֵּית מִדְרַשׁ, plural: batei midrash; also spelled beit midrash or bet ha-midrash), meaning "house of study," is a Jewish institution primarily dedicated to the intensive study and exposition of , , and Jewish law, where scholarly discussion takes precedence over communal prayer. Originating in the Second Temple period, with biblical allusions such as reputed study there, the beth midrash evolved as an independent center of learning during the Mishnaic era, distinct from the , which focused more on worship. By the , it often merged physically with synagogues but maintained its core emphasis on education, serving as a communal hub open to scholars, students, and laypeople alike for daily instruction and debate. In various regions, it adapted into forms like the klaus in , kloyz in , and shtibl among Hasidic communities, frequently including libraries and providing lodging for itinerant learners or travelers. The beth midrash holds profound significance in Jewish life as a cornerstone of and cultural preservation, deemed holier than the in rabbinic due to its role in perpetuating and wisdom. Historically, cities like hosted hundreds—such as the 394 documented alongside courts and s—supported by community funds or philanthropists, with rules prohibiting casual sleeping to uphold its scholarly sanctity, except for dedicated full-time students. Today, it remains integral to s, particularly as the yeshiva gedolah for advanced post-high-school study, blending rigorous analysis of sacred texts with occasional prayer, thus fostering generations of rabbinic leadership and Jewish continuity.

Definition and Etymology

Definition

A beth midrash (Hebrew: בֵּית מִדְרָשׁ, also spelled beit midrash), meaning "house of study," is a dedicated Jewish or hall serving as the central venue for communal , including the analysis of the , , and . It functions as a space where scholars and laypeople engage in intensive learning, often through paired chavruta study or group discussions, promoting a collaborative approach to Jewish textual interpretation. Distinct from a , or beth knesset, which primarily facilitates services, the beth midrash prioritizes educational activities, though the two often share physical space in Jewish communities, with study sometimes extending into prayer areas or vice versa. In , it is commonly referred to as a zal (hall), reflecting its role as a communal study room. Within , the beth midrash is equivalent to a yeshiva gedolah, an advanced academy for post-high-school male students focused on rigorous rabbinic training. The core purpose of the beth midrash is to cultivate deep textual engagement, dialectical debate, and the ongoing development of (Jewish law), ensuring the preservation and application of Jewish tradition through accessible, . This environment underscores the value of as a communal and intellectual pursuit, open to participants of varying levels.

Etymology

The term beth midrash (Hebrew: בית מדרש) is a compound phrase in Hebrew, where beit (בית) literally means "house" or "place," derived from the ancient for dwelling or enclosure. The second element, midrash (מדרש), stems from the verbal דָּרַשׁ (darash), which conveys actions such as "to seek," "to inquire," "to ," or "to interpret" through careful examination and study. This appears over 160 times in the , often in contexts of pursuing divine will or expounding teachings, emphasizing an active process of derivation and application. In rabbinic tradition, extends beyond the literal term to denote a specific of characterized by interpretive expositions of biblical texts, blending , narrative elaboration, and legal derivation to uncover deeper meanings. Thus, beth midrash conceptually signifies a "house of inquiry" or "house of interpretation," a dedicated space for engaging in this methodical pursuit of textual insight. Linguistically, the term reflects broader Semitic patterns, with the root d-r-š (or d-r-s) appearing in related languages to denote study and learning; for instance, the Arabic madrasah ("place of study" or ) shares this etymological foundation, underscoring a common cultural emphasis on educational institutions across Semitic traditions. The evolution of the terminology begins with biblical precedents implying communal study, with midrashic traditions attributing early instances to figures like , who reputedly continued studies at a bet ha-midrash after age 13 ( 63:10). This usage formalized in the rabbinic era, becoming standardized post-Talmudically to distinguish advanced halls from elementary schools (bet sefer), reflecting the institution's role in ongoing interpretive scholarship.

Historical Development

Origins

The destruction of the Second by the Romans in 70 CE marked a pivotal shift in Jewish religious practice, transitioning from centralized sacrificial worship to decentralized as the core of Jewish life. With the loss of the Temple, which had been the focal point of ritual observance, Jewish leaders emphasized study and prayer to maintain communal identity amid exile and dispersion. This transformation was catalyzed by Rabbi Yochanan ben Zakkai, who, during the Roman siege of Jerusalem, smuggled himself out of the city concealed in a coffin and negotiated with the Roman general for permission to establish a center of learning at (ancient Jamnia). There, he founded the first post-Temple rabbinical academy, reconstituting a form of the to adjudicate legal matters and sustain scholarly discourse, thereby ensuring the continuity of Jewish jurisprudence and tradition. The beth midrash drew from earlier precedents of Jewish study groups, including biblical-era gatherings around prophets and sages, as well as Second Temple-period synagogues that functioned as communal spaces for and interpretation. These traditions were further formalized following the Babylonian in the 6th century BCE, when displaced relied on scriptural study to preserve their heritage, laying the groundwork for institutional learning upon their return. The initial purpose of the academy as a beth midrash centered on codifying the , which would culminate in the around 200 CE, and developing to address the challenges of diaspora life without a central sanctuary. This focus enabled rabbis to adapt rituals—such as extending the observance of and beyond the Temple period—and fostered a resilient framework for Jewish observance across scattered communities.

Evolution Through Jewish History

During the Talmudic period (200–500 CE), the beth midrash evolved into structured academies central to rabbinic scholarship, particularly in Babylonia where institutions like Sura and Pumbedita became hubs for compiling the Babylonian Talmud. Scholars such as Rav Ashi and Ravina led dialectical debates in these centers, building on earlier rivalries between the Houses of Hillel and Shammai to refine interpretive methods for the Mishnah and Oral Torah. These beth midrashim, distinct from synagogues, emphasized intensive Torah exposition accessible to both elites and laypeople, fostering widespread cultural dissemination amid Roman and Persian political pressures. Following the completion of the Babylonian , these academies entered the period (c. 589–1038 CE), where the headed and as authoritative centers of learning. Functioning as bet midrashim, they responded to queries from Jewish communities worldwide, disseminated Talmudic interpretations through responsa literature, and upheld halakhic standards amid Islamic rule in . In the medieval era (500–1500 CE), beth midrashim proliferated across and Islamic lands, often merging with yeshivot to adapt to conditions. In Islamic , centers in under b. Ḥanokh and produced influential scholars like , integrating Talmudic study with philosophical inquiry in a tolerant environment. In Ashkenazic , early centers like the academy under R. b. Judah (c. 960–1028) advanced Talmudic scholarship, while later yeshivot in northern France developed methodologies through extensive dialectical glosses on the , but the (1096 onward) wrought devastation, destroying study houses and scattering communities, which prompted migrations and resilient rebuilds in places like and . The (1500–1800 CE) saw beth midrashim respond to expulsions and intellectual shifts, notably in Kabbalistic pursuits after the 1492 Spanish expulsion. in Ottoman Palestine emerged as a premier study center, drawing exiles like (the Ari) and , who developed through communal sessions blending mysticism and halakhah. In , precursors to Lithuanian yeshivas arose in the late , emphasizing rigorous analytical study amid growing communal autonomy, setting the stage for institutions like Volozhin. In the 19th and 20th centuries, beth midrashim faced existential challenges from modernization and catastrophe, yet persisted through Orthodox revival. The (Jewish Enlightenment) eroded traditional enrollment by advocating secular curricula and critiquing Talmudic primacy, as seen in maskilim like Naphtali Herz Wessely's calls for Bible-focused education over immersion, leading to alternative schools in and . The annihilated European centers, obliterating Lithuanian yeshivot like Slabodka and , with over half of victims from observant communities and most rabbinic leaders perishing in camps or massacres. Postwar reconstruction in and the U.S. revitalized them, as Rabbi established Beis Medrash Govoha in 1943 to rebuild scholarship from survivor remnants.

Physical and Organizational Aspects

Layout and Features

The traditional beth midrash serves as a dedicated hall for intensive , typically structured as a spacious rectangular room with rows of long benches or tables aligned to encourage paired (havruta) and group discussions among participants. This communal arrangement fosters vocal and interaction, often resulting in a characteristically noisy environment where learners read texts aloud and challenge interpretations. Frequently, the beth midrash is situated adjacent to or within the same building as a , enabling seamless transitions between study and prayer while maintaining distinct functional zones. Furnishings prioritize practicality over ornamentation, featuring simple wooden chairs or benches for seating and sturdy tables for supporting open books during extended sessions. In traditional Eastern European yeshiva settings, a hallmark element is the shtender, an adjustable or that holds texts at an ergonomic height, allowing scholars to study while standing for comfort over many hours. Decoration remains minimal—often limited to essential items like a basic if occurs there—to underscore the space's focus on intellectual engagement rather than visual splendor. Seating is organized to promote and , with central areas reserved for rabbis or senior scholars to guide discussions, while the overall design incorporates practical elements such as natural or artificial lighting and ventilation to sustain long, continuous study periods. Traditionally, in Orthodox communities, beth midrashim have been designated as male-only spaces for study, aligned with broader communal norms of gender separation. Variations reflect regional and communal differences: rural beth midrashim, such as wooden structures in Lithuanian shtetls, tend toward modest, unadorned simplicity with basic benches, whereas urban halls offer larger, more organized layouts capable of accommodating hundreds in expansive rooms. Organizationally, the beth midrash is open to scholars, students, and laypeople of varying levels without a formal ; participants select their own texts and study independently or in pairs/groups, with some communities establishing rotating shifts to ensure continuous and provide support for needy learners.

Resources and Study Materials

The beth midrash serves as a repository for core sacred texts essential to Jewish study, including scrolls, which form the foundational Five Books of and are meticulously hand-scribed on for and scholarly use. The complete Tanakh, encompassing the , Prophets (), and Writings () such as , is also housed there, providing the broader scriptural basis for interpretation. Central to advanced study are the Talmudic texts, comprising the ( codification) and (rabbinic discussions), often in the Babylonian edition, which expand on biblical commandments through legal analysis. Midrashim, collections of interpretive narratives and homilies on the , further enrich , while legal codes like the by Karo offer practical halakhic guidance, frequently consulted alongside its glosses. Supplementary materials support deeper engagement, including multiple copies of siddurim (prayer books) containing daily liturgy, , and blessings to facilitate both study and devotion. Commentaries such as Rashi's eleventh-century glosses on the and , and the Tosafot's medieval dialectical expansions, are standard, enabling layered textual analysis; these are typically available in sets for communal reference. Other halakhic works, like ' , provide systematic rulings and are kept for reference in ongoing debates. Practical tools aid in the handling and study of these volumes, including shtenders (portable wooden bookstands or lecterns) that prop up heavy tomes like the at an ergonomic angle for standing scholars, a common posture in traditional settings. Writing implements, such as pens with ink, allow for note-taking on paper during discussions, though primary emphasis remains on oral and shared reading. Larger beth midrashim may include dedicated libraries for archival storage and genizot, chambers for temporarily holding worn sacred texts awaiting proper disposal. Preservation underscores the sanctity of these materials, with strict rules mandating that sacred books be handled with reverence—kept right-side up, not placed on the floor, and covered when not in use to prevent damage or disrespect. Worn or unusable texts containing God's name, such as scrolls or portions of the , are stored in a rather than discarded, eventually buried in a to honor their holiness, a practice rooted in rabbinic prohibitions against . This custodial approach ensures the longevity of texts as communal treasures, often supported by congregational funds for repairs or replacements.

Role in Jewish Education and Culture

Educational Practices

The primary educational method in a beth midrash is chavruta, a paired or small-group study approach where participants engage deeply with Jewish texts through debate, questioning, and collaborative interpretation. In this interactive format, learners actively listen to each other, affirm insights, pose critical challenges to the text, and jointly resolve ambiguities, fostering both intellectual rigor and interpersonal connection. This method, rooted in ancient Jewish pedagogy, is conducted in the communal space of the beth midrash, often using core resources like the to analyze legal, ethical, and narrative passages. Complementing chavruta are shiurim, formal lectures delivered by experienced or scholars that provide structured guidance and deeper exposition of complex topics. These sessions typically follow preparatory chavruta work, where participants review and refine their discussions before the rabbi synthesizes key interpretations, resolves disputes, and imparts authoritative insights. Shiurim serve to orient learners, clarify halakhic nuances, and model advanced analytical techniques, ensuring that individual study aligns with broader scholarly traditions. Daily routines in a beth midrash emphasize intensive, prolonged engagement, with study sessions often extending from dawn through the evening to accommodate thorough immersion. A hallmark cycle is Daf Yomi, a global program where participants complete one page (daf) of the Babylonian Talmud each day, culminating in a full traversal of its 2,711 pages over approximately seven and a half years. Routines incorporate memorization of texts and pilpul, a dialectical method of sharp, casuistic analysis that dissects arguments through subtle differentiations and hypothetical scenarios to uncover underlying principles. This approach prioritizes verbal sparring and logical refinement over rote learning, occurring in dedicated sedarim (study periods) that structure the day around prayer breaks and communal meals. Participants in beth midrash settings range from beginners building foundational literacy in Hebrew and to advanced scholars pursuing independent research and roles. In traditional Orthodox contexts, study has historically focused on boys and men, with dedicated yeshivot serving as primary venues for lifelong male scholarship. However, emerging co-educational options in progressive and modern Orthodox institutions now accommodate women and mixed groups, broadening access while maintaining rigorous textual focus. The overarching goals of these practices center on cultivating ethical reasoning, proficiency in halakhic decision-making, and personal spiritual growth through sustained textual engagement. By debating moral dilemmas in the texts, learners develop nuanced judgment applicable to real-world ethical challenges; and chavruta sharpen skills in deriving practical laws () from ambiguous sources. Ultimately, the process aims to elevate participants' spiritual lives, transforming intellectual labor into a devotional act that deepens connection to Jewish tradition and divine wisdom.

Cultural and Social Significance

The beit midrash has long served as a vital social hub within Jewish communities, fostering solidarity, mentorship, and communal gatherings beyond formal study sessions. In traditional settings, it functions as a space for post-prayer discussions and , where individuals engage in havruta (paired study) that encourages dialogue, questioning, and mutual support, thereby strengthening interpersonal bonds and . This communal aspect extends to lifecycle events, such as siyyum celebrations marking the completion of a tractate, which often coincide with joyous occasions like weddings or holidays, reinforcing social ties and shared rituals. Intellectually, the beit midrash has been central to preserving oral traditions and shaping Jewish thought, serving as a locus for the development of (Jewish law), , and responses to external challenges. It has influenced key texts like the , where layered commentaries reflect ongoing debates that preserve interpretive lineages and adapt traditions to new contexts, including efforts to counter assimilation during periods of and modernity. By prioritizing (Torah study) as a core practice, it has enabled communities to maintain doctrinal continuity and intellectual vitality amid cultural pressures. Symbolically, the beit midrash embodies continuity in Jewish life following the destruction of the Second Temple, acting as a to the Beit Ha-Mikdash by transforming study into a form of divine service. Rabbinic sources equate its role to gathering exiles, as in the interpretation of 11:16, viewing batei midrashot as sanctuaries that sustain faith in exile. This underscores the of , drawn from Deuteronomy 6:7, which elevates to a religious imperative equivalent to other commandments, promoting values of inquiry and devotion across generations. Historically dominated by men, the beit reflected gender norms where study focused on advanced Talmudic analysis for males, while women engaged more with and . In progressive and modern communities, however, access has expanded, with coeducational programs now enabling women to participate fully in all classical texts, promoting greater inclusivity and diverse perspectives in Jewish intellectual life.

Modern Adaptations

Contemporary Physical Institutions

Following the devastation of the Holocaust, which destroyed many traditional centers of Jewish learning in , physical beth midrash institutions experienced a remarkable revival, particularly in and the , as survivors and their descendants sought to rebuild communal . The Mir Yeshiva, originally founded in 1817 in Mir, , exemplifies this resurgence; its core group escaped to during and, after the war, reestablished the institution in Jerusalem's Beit Yisrael neighborhood in 1944, where it has grown into the world's largest with over 9,000 students today. In the , Rabbi Aharon Kotler founded in Lakewood, , in 1943 as the first American , initially with 14 students, expanding post-war to accommodate over 9,000 students and transforming Lakewood into a major hub for Orthodox Jewish scholarship. These efforts were driven by a commitment to preserving Lithuanian-style Talmudic study amid diaspora challenges, with institutions like Mir and emphasizing intensive, full-time learning in dedicated study halls. Integration of beth midrash into modern educational frameworks has also marked contemporary adaptations, as seen at in New York, where programs like the Irving I. Stone Beis Medrash Program combine traditional (partnered) study with university-level academics, allowing students to earn credits while engaging in daily sedarim from 9:00 A.M. to 2:30 P.M. This model addresses the needs of Modern Orthodox communities by blending rigorous religious training with secular professions, fostering leaders who navigate both worlds without abandoning core traditions. Globally, physical beth midrash remain prominent in Orthodox enclaves: in New York, where Haredi populations support numerous yeshivot modeled after Lakewood; in , , home to the , relocated from in 1944 and now educating about 3,000 students in a vast complex that includes a library and publishing institute; and in , where institutions like the Ner Yisrael Community, founded in 1984, provide advanced Talmudic study through beit midrash programs in a community setting. These sites adapt to life by incorporating multilingual resources and local rabbinic oversight while maintaining the centrality of the beit midrash as a communal anchor. Contemporary beth face challenges from and technological shifts, yet they incorporate innovations selectively to sustain traditions. In response to growing secular influences in Jewish society, some institutions, particularly in , have developed educational beit programs in schools to bridge religious and secular identities, promoting textual study as a means of cultural reconnection without diluting observance. Technology, such as digital texts and screens, is increasingly present alongside printed sefarim in study halls, enabling quick access to sources while preserving the oral method— for instance, learners in modern beit midrash shuttle between scrolls, books, and computers to deepen analysis. Modern designs often echo traditional layouts with open halls for group study, but include expanded facilities like dining areas serving thousands daily at Mir, ensuring the physical space supports prolonged immersion. Prominent examples illustrate the scale and impact of these institutions. The Mir Yeshiva in spans 23 buildings with 132 dorm rooms and 40 shiurim (lectures), hosting diverse chaburos (study groups) that emphasize ethical and halakhic depth, rewarding top performers with prizes to encourage excellence. in Lakewood, accredited as a higher education institution, produces rabbis and scholars who lead communities worldwide, underscoring its role in American Orthodox revival. In , has graduated over 20,000 alumni, including hundreds of rabbis, and maintains a memorial to Lithuanian Jewry, symbolizing continuity from pre-Holocaust . These centers not only revive but expand the beth midrash's legacy, adapting to contemporary demographics while prioritizing as the foundation of Jewish resilience.

Virtual and Digital Forms

The emergence of virtual and digital forms of the beth midrash began in the mid-1990s with the internet's expansion, enabling the initial and dissemination of Jewish texts, which laid the groundwork for broader accessibility beyond physical spaces. This development gained momentum in the through dedicated platforms, with the from 2020 onward dramatically accelerating adoption as in-person gatherings were curtailed, prompting a widespread shift to Jewish learning that sustained adult education through content-rich virtual formats. Organizations like , which launched its beta in 2012 and incorporated as a nonprofit in 2013, exemplify this evolution by providing a free, open-source of over 3,000 years of Jewish texts in Hebrew and English translations. Key features of these digital platforms include searchable databases of , such as Sefaria's expansive collection, which encompassed 183 million words by 2018 and has grown to over 318 million words as of 2023, allowing users to navigate interconnections between texts like Tanakh and with interactive tools and data visualizations. of shiurim (Torah lectures) is prominent on sites like OU Torah, which hosts daily audio and video classes on topics including parsha, , and , often aligned with cycles like . Virtual chavruta (study partnerships) has been facilitated through video calls, as seen in adaptations by institutions like Hebrew College, where Zoom sessions enabled paired textual analysis during pandemic restrictions. Mobile apps further support on-the-go study, with Sefaria's and Android applications offering offline access to texts, commentaries, and tools for creating custom source sheets. These platforms offer significant benefits, including global access for isolated or geographically dispersed learners, who can engage conveniently from home—a factor that proved vital during for maintaining study continuity among adults aged 65–75. They also promote inclusivity, particularly for women and non-Orthodox participants, by providing egalitarian environments free from traditional barriers, as in Hadar's online classes that emphasize in . However, challenges persist, such as the potential loss of communal interaction inherent to physical beit settings, where peer dynamics and group energy foster deeper engagement; post-pandemic analyses note that while digital tools expand reach, they may dilute the immersive, cohort-based experience central to Jewish learning. Notable examples include Hadar Institute's Virtual Beit Midrash, which hosts weekly live shiurim and seasonal online courses on , , and , accessible worldwide to build egalitarian learning communities. Similarly, OU delivers a vast array of free digital resources, including video shiurim and text synopses, supporting structured programs like for thousands of users. Yeshivat Har Etzion's Virtual Beit Midrash provides daily short divrei and in-depth series on topics like Zevachim, available via an portal for self-paced or guided study. As of 2025, platforms continue to evolve with increased AI-assisted learning for personalized interpretations, enhancing accessibility amid rising global interest in following events like , 2023. These innovations adapt traditional practices like shiurim and chavruta to virtual formats, extending the beth midrash's reach in the digital era.

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  54. https://www.neryisrael.co.uk/history-of-ner.html
  55. https://religionmediacentre.org.uk/factsheets/factsheet-haredi-jews/
  56. https://www.nature.com/articles/s41599-025-04468-w
  57. https://futureoflife.org/religion/ai-in-jewish-thought/
  58. https://www.jellomenorah.com/p/digital-torah-is-falling-behind-digital
  59. https://www.tandfonline.com/doi/abs/10.1080/15244113.2022.2033108
  60. https://www.sefaria.org/about
  61. https://www.jta.org/2023/10/06/ideas/10-years-and-318-million-words-later-safari-brings-torah-study-into-the-digital-age
  62. https://outorah.org/
  63. https://hebrewcollege.edu/distance-learning-success/
  64. https://www.sefaria.org/mobile
  65. https://www.hadar.org/learn/online-classes
  66. https://www.hartman.org.il/new-beit-midrash-digital-and-beyond/
  67. https://www.etzion.org.il/en/node/3300
  68. https://blogs.timesofisrael.com/jewish-education-meets-artificial-intelligence/
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