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.

Introduction 11 the end of her essay, she attempts to derive implications from Levinas’ vision of Jewish education for the conduct of Jewish studies in academic settings. Each of the essays in this section is then reviewed and critiqued by experts in philosophy and Jewish thought from a range of Israeli universities – Profs. Zev Harvey, Samuel Scolnicov and myself of the Hebrew University, Prof. Yehoyada Amir of the Hebrew Union College, and Drs. Elie Holzer and Hanoch Ben- Pazi of Bar- Ilan University. The writers in the next section, while remaining close to the dis-ciplines of philosophy and Jewish thought, proceed in a somewhat different manner. Rather than base their essays on the views of particular philosophers or theologians, they begin their analysis from a root- concept – one that has featured prominently in the writings of many thinkers, and has taken on different meanings within the framework of different thought- systems. Dr. Moshe Meir examines the concept of the ideal Jew as one who is called upon to “ imitate God” in some way. He traces the changes that this idea has undergone over the course of the history of Jewish thought – from the Bible, to the Talmud, to Maimonides and then on to the modern Jewish thinkers: Hermann Cohen and Rav Kook. Dr. Jen Glaser undertakes a thoroughgoing clarification of the concepts of “ authenticity” and “ integrity” in the best of the analytic tradition. She then inquires as to the implications of these two notions for issues of Jewish self- understanding and practice within the context of contemporary liberal Judaism. The two essays in this section are responded to respectively by Dr. Avinoam Rosenak of the Hebrew University and Yisrael Sorek of the Mandel Institute. In the following section, the point of departure for educational “ trans-lation” changes once again. This time, it is some kind of traditional Jewish or contemporary academic discipline that serves as the source to be “ translated.” For Dr. Elie Holzer, it is the discipline of Bible interpretation that is placed in the foreground, seen through the prism of contemporary Bible scholarship ( Alter and Sternberg) and hermeneutic theory ( Ricoeur). Holzer then goes on to draw pedagogic implications from his discussion of these disciplinary perspectives – namely that the experience of the interpretive process itself, rather than the retention of any particular conclusions yielded by this process, must figure more prominently in Bible education. Dr. Michael Gillis focuses on the traditional discipline of Midrash, viewing it through the lenses of contemporary academic disciplines and multiple scholarly perspectives. He then proceeds to draw implications from this inquiry for the place of

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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