Michael Rosenak uses the twin metaphors of "language" and "literature," borrowed from Oakeshott and Peters, to argue that the goal of education is initiation into a language. This goal transcends the study of literature in that language. It includes, as well, the development of the capacity both to critique literature and to…

This article extends the conversation begun by Levisohn in "A Menu of Orientations to the Teaching of Rabbinic Literature" (volume 76, issue 1 of this Journal), and continued by a number of respondents (volume 76, issue 2). After discussing several insights offered by respondents, the article takes up the question of whether the menu is accurate.…

This article builds on Greenstein's advocacy of a "pragmatic pedagogy of Bible" by pursuing four issues. First, do we select among methodological approaches to Bible according to our desired interpretive outcome but not according to any internal criteria? Is it merely a matter of "choice"? Second, in what sense are interpretive approaches usefully…

The literature on curricular integration in Jewish education has tended to focus on two basic paradigms. In the first paradigm, the integration of Jewish and general studies curricula represents the aspiration that the graduates of the institution will likewise integrate Jewish and general studies (or "Americanism" or "modernity") in their lives.…

This articles extends the conversation begun by Levisohn in volume 71:1 of this journal, and continued by a number of respondents in volume 71:2. These articles identify two notable themes among the responses: The first is the issue of pluralism, and the tension between vision and exclusion. Despite the best of intentions, it seems unavoidable…