Studies in Jewish Education XIII: Modes...

This volume is concerned with the possibility of “translating” insights derived from areas of knowledge sometimes thought to be outside the purview of education – to issues and problems on the agenda of educational thinkers, researchers and practitioners.

10 Jonathan Cohen “ translation” from elements of the thought- systems of specific philoso-phers and theologians, to educational conceptions and guidelines. My own article, for example, represents a kind of “ double translation” of the educational thought of the great medieval Jewish thinker Maimonides. The essay articulates three constructions of Maimonides’ educational philosophy by modern Jewish thinkers ( Hartman, Schweid and Rosenak). The three constructions, however, are themselves “ constructed” – such that each is shown to emphasize one of Joseph Schwab’s well- known “ commonplaces” of education ( Hartman – the student, Schweid – the teacher, and Rosenak – the subject matter of the philosophy of educa-tion itself). Yehuda Ben- Dor, in an extraordinarily penetrating analysis, shows how an understanding of what Ludwig Wittgenstein means by “ languages” and “ life- forms” can aid contemporary religious educators in understanding the difficulties their students have in negotiating between the Jewish religious tradition and the Western liberal tradition. Dr. Haim Rechnitzer also has recourse to Schwab’s four “ commonplaces” in deriving implications for education from Ernst Simon’s compelling notion of “ second innocence.” He then carries Simon’s “ modernist” ideas beyond their context into a dialogue with certain features of what has come to be known as “ post- modernity.” Dr. Ari Ackerman claims that in the case of David Hartman, the structure of “ translation” from some supposedly “ general” philosophy or theology to more “ specific” educational issues does not do justice to the character of Hartman’s work. In his view, Hartman’s theology as a whole is conceived as a response to an educational diagnosis of the contemporary Jewish scene. Ackerman also presents us with some interesting reflections on the respective “ price” that the religious and non- religious sectors are called upon by Hartman to pay in order to facilitate “ openness” between the two groups. Dr. Ari Bursztein analyzes the thought of the well- known theologian Emil Fackenheim from the perspective of the concept known as “ education for resistance.” He concludes that Fackenheim’s thought invites a reformulation of this concept – from resistance to repressive regimes or classes, to resistance to the relativization of morality – this, in the wake of the absolute evil represented by the Holocaust. In her analysis of the thought of Emmanuel Levinas, Prof. Annette Aronowicz takes note, among many other things, of Levinas’ tendency to “ translate” theological language into the language of ethical action, and his refusal to allow conceptual language to hide or obscure the particularity of the obligation we have to the “ other” in concrete situations. Towards

Studies in Jewish Education XIII: Modes of Educational Translation


About Book Studies in Jewish Education XIII: Modes of Educational Translation

Front MatterHalf title pageCreditsTitle pageCopy rights and creditsTable of ContentsModes of Educational Translation – IntroductionA. From Philosophy and Jewish Thought to Jewish EducationHartman, Rosenak and Schweid on Maimonides' Introduction to Helek: The Beginnings of a Tradition in the Philosophy of Jewish EducationEducation for Traditionalism in the Modern World:Reading Wittgenstein's Late PhilosophyA Sober Look at Akivah Ernst Simon and theSecond Naivete“Creating a Shared Spiritual Language”:David Hartman's Philosophy of Jewish EducationRereading Hartman:Reactions to Ari AckermanEducation for Resistance According toEmil FackenheimExistential vs. HermeneuticalEngagement with the Shoah:A Reply to Ari BurszteinJewish Education in the Thought of Emmanuel LevinasB. From Lead Concepts to their Educational SignificanceImitating God: Images of an Ideal and its Existential SignificanceThe Concept of “Image” – Between Philosophyand Kabbalah, Education and Thought:A Response to Moshe Meir's ArticleAuthenticity and Integrity in Jewish EducationC. From Conceptions of the Disciplines to theTeaching of TextsEducational Aspects of Hermeneutical Activityin Text StudyOn “Educational Aspects of Hermeneutical Activityin Text Study” by E. Holzer – A ResponseMidrash and Education: Reframing the QuestionD. From Cultural Visions to Educational VisionsBetween the ‘Brenner Incident' and Present DayConceptions of Jewish Culture and EducationWho's Afraid of Horace Kallen?Cultural Pluralism and Jewish EducationAn American-Jewish Tragedy?Kallen's Vision and Jewish Education in AmericaContributors
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