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 9 final papers offered by the seminar “ regulars.” On numerous occasions, participants expressed their appreciation at having been called upon to take part in this extended journey, a process they felt helped to deepen and refine their work. At this point, I would like to express my profound thanks and ap-preciation to Dr. Haim Rechnitzer, now of the Hebrew Union College in Cincinnati, for all of his valuable assistance in organizing seminar sessions, and for putting together the mini- conference at Acco as well as the summary conference at Mandel. Without Haim at my side, the process above could never have gotten off the ground or gained momentum. He also was an indispensable aide during the early stages of the editing process. I would also like to thank my fellow- editor and collaborator, Dr. Elie Holzer of Bar- Ilan University. Elie was not only an active participant in the seminar sessions and conferences. He also agreed to share the arduous work of editing the various contributions, conceiving of the thematic sequence of the volume and maintaining open communications with all concerned. It was he who provided both the impetus and the sense of partnership needed to “ translate” this project from a disjointed set of essays into an integrated volume. I would also like to express my thanks to the leaders of the Melton Centre and the Mandel Institute, Dr. Howard Deitcher and Annette Hochstein, for their steady support for this ambitious project. I was very much encouraged throughout the process by the unflagging vote of confidence I received from them both. Their commitment to sharing the knowledge and insight gained from our work has now materialized in this volume, a published collection they have long awaited. I reserve a special note of gratitude for Prof. Seymour Fox, my teacher and mentor, for the irrepressible enthusiasm he showed for our efforts. From his contagious excitement about the initial conception in its early, most formative stages, to his participation in virtually every session of the culminating conference – he took a personal, intellectual and educational interest in the topics on which we were talking and writing. We are all still mourning his untimely passing, and are still grieved that he did not live to derive pleasure from yet another of the initiatives he both founded and supported. Before the articles and responses are allowed to speak for themselves, some brief comments on the different sections comprising the volume. The essays appearing in the first section of the book represent attempts at

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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