
This summer I had the opportunity to travel to Fire Island, New York, which is a long sand bar full of small beach towns with no cars. Fire Island’s been a haven not only for beachgoers but for queer folk for many decades. We stayed in the town of Cherry Grove with friends, and one night we went out to look at the supermoon/blue moon. The moon rose over the horizon, red and a little scary, a sight like none of us had ever seen. Not far from the moon was a star so bright it came out in the photographs. I wondered if that was the morning star. Venus, in our current understanding. Inanna or Ishtar, among some of the ancients. And that made me think of Istehar.
Istehar, in Jewish legend, is a maiden who became one of the Pleiades. Her legend is unusual among Jewish legends because it reads like a Greek myth. It takes place during the time when some angels had descended to earth because they desired human women. One of these angels, Shemhazai, noticed a certain woman named Istehar, and desired her and wanted to be intimate with her. Istehar wished to flee this angel, and so she said: “I won’t accept you as a lover until you give me your wings and teach me the Divine Name that allows you to fly to heaven.” The angel gave her his wings and taught her the Divine Name. Istehar immediately uttered the Name and flew up to the sky, thus escaping the angel. God was impressed by her virtue and decided that she would be placed among the seven stars, in the constellation of the Pleiades, “that humans might never forget her.” (Legends of the Jews I:4:11).
Continue reading “The Legend of Istehar by Jill Hammer”
One of my goals for the summer is to paint more. I find I can often say or think by a picture something that I am trying to work through in a formal, discursive way. Art functions as a methodological tool for my theology insofar as it helps me to articulate in one language something that I am trying to say in another. As my teaching career has lengthened, I’ve become more confident using images I have created to communicate my ideas. This no doubt has something to do with the liberty one gains in teaching as a performance exercise, combined with avoidance of repetition, and the desire to engage as well as to be entertained in one’s own right. Even more than just working out an idea, sometimes I also find making images to be a therapeutic tool. I can laugh, mourn, gripe, or celebrate through an image, and sometimes, I can even protest by one.