This paper presents the author's response to Jon A. Levisohn's article entitled "A Menu of Orientations in the Teaching of Rabbinic Literature." Levisohn has written a wonderful piece developing a list of 10 orientations for the teaching of rabbinic literature. His categories will be invaluable in aiding and encouraging teachers of rabbinics 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.…

In this article, the author talks about Jon A. Levisohn's article that develops a menu of orientations for the teaching of rabbinic literature. The author suggests that Jon A. Levisohn's article should be required reading for all Jewish educators who are interested in curriculum and teaching. The essay is a vehicle for introducing a way of looking…

This article presents the author's response to Jon A. Levisohn's article entitled "A Menu of Orientations in the Teaching of Rabbinic Literature." As someone who is experimenting not only with how to teach rabbinic texts but with which texts to select in virtually every course the author teaches for American undergraduate as well as graduate…

This article presents the author's response to Jon A. Levisohn's article entitled "A Menu of Orientations in the Teaching of Rabbinic Literature." While the "menu" Levisohn describes in his groundbreaking work on orientations to the teaching of rabbinic texts will almost certainly be refined over time, even as it stands this article should be of…

This article presents the author's response to Jon A. Levisohn's article entitled "A Menu of Orientations in the Teaching of Rabbinic Literature." As a discipline, the teaching of rabbinic literature is still in its early stages of development. Levisohn's menu of orientations and reflections about its usefulness are welcome additions to the…

This paper focuses on an innovative curriculum for teaching culturally valued texts and the issues around the curriculum's implementation by teachers. The writers of this curriculum considered the subject-matter of this curriculum as a cultural "language" containing specific concepts, attitudes, and modes of thought. The curriculum…

Discusses problems facing centrist Orthodox Jewish educators. Orthodox day-schools and supplementary programs need more skilled teachers and principals, and improved curricula. Journal available from Human Sciences Press, 72 Fifth Avenue, New York, New York 10011. (AM)

Jewish education needs a philosophy if its practitioners are to be considered part of a "real" profession and its professors are to be thought of as having mastered a legitimate academic discipline. A strong cadre of researchers who have produced a valid and reliable body of research also is required to earn a respected place in the academy. Until…

Reports on study of teachers in inservice program designed to adapt and modify curriculum unit on Jewish moral texts for their school. Describes factors that determined which parts of unit would be modified and which would be adopted as written. Found that most teachers used the materials to open students' minds to the inherent moral messages in…

The document consists of 25 papers on various topics in ethnic studies presented at an institute at King's College, Pennsylvania. General topics include two essays on teaching approaches to ethnic studies; a bibliography of relevant reference materials, fiction, poetry, drama, biography, audiovisual materials, research centers, and Pennsylvania…

Discusses the success of a family folklore unit in a racially and ethnically diverse sixth-grade class (containing Black, White, Japanese-American, and Jewish students), provides suggestions for a folklore curriculum, and points out the significance of folklore. (SKC)

Discusses key concerns regarding issues of rationale, methodology, and resources when teaching about the Holocaust. Identifies 12 objectives and 5 content criteria for the topic. Includes five frequently asked questions about the Holocaust and their answers from the United States Holocaust Memorial Museum. (CFR)

Contends that teaching only about the 1933-1945 period of German persecution of Jews serves a very limited purpose. Argues that the foundations of anti-Semitic beliefs and practices have a long history and should be part of Holocaust education. Describes the origins, development, and key events in anti-Semitism in Europe. (CFR)