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.

Modes of Educational Translation – Introduction Jonathan Cohen We are proud to present our readers with Volume 13 of our series: Studies in Jewish Education. 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. As we have learned from our teachers, Prof. Seymour Fox, of blessed memory, and Prof. Michael Rosenak ( may he be granted many more years of fruitful creativity) – “ translating” from philosophical systems or lead concepts, from principles deriving from the tradition of Jewish thought, or from cultural visions – to educational thought and practice, is a most complex matter. Some prefer to work in the “ normative” mode, wherein normative world views are “ translated” from fundamental philosophical “ principles” to educational “ ideals,” “ goals” and “ means.” In the transition from one category to the next, however, certain terms must necessarily be modified or reinterpreted. This process is both enriching and impoverishing – as certain understandings are inevitably “ lost” in translation even as other insights are gained. Others prefer to work in the “ deliberative” mode, beginning from symptoms of malaise emanating from the field of educational practice, accessing world- views and disciplines of knowledge in order to arrive at an informed formulation of the “ problem,” then generating alternative solutions to the “ problem” – alternatives from among which some will be chosen for implementation and others, perhaps just as promising, will have to be discarded or shelved. For those who feel more at home in this mode – world- views, concepts, disciplines and cultural visions do not function as overarching norms, but rather as “ resources,” drawn upon to the degree that they are seen to address problems as experienced by those affected by them. As if this were not complex enough, Prof. Rosenak has reminded us that neither mode – normative or deliberative – is, or should be sufficient unto itself. On the one hand, normative discourse that does not also have its “ ears to

Studies in Jewish Education XIII: Modes of Educational Translation


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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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