Methodology In The Academic Teaching Of Judaism

Fourteen scholars and master teachers explore the challenges of teaching Jewish studies at American schools of higher education.

A companion volume to Methodology in the Academic Teaching of Judaism (UPA, 1987), this book seeks to address the central issues of human life and meaning in the post-Holocaust world. Though representing a variety of disciplines and religious backgrounds, the authors are united by a fundamental recognition that after the Holocaust, the entire enterprise of being human has been called into serious question. Co-published with Studies in Judaism.

Examines the development of the International Center for University Teaching of Jewish Civilization against the backdrop of university Jewish studies in different parts of the world, and provides a world register of university studies on Jewish civilization, listing institutions around the world in which Jewish civilization is taught or researched. Essays offer a historical perspective on issues confronting university Jewish studies, and look at specific projects and the Israel experience. No index. Annotation copyright by Book News, Inc., Portland, OR

The International Handbook of Jewish Education, a two volume publication, brings together scholars and practitioners engaged in the field of Jewish Education and its cognate fields world-wide. Their submissions make a significant contribution to our knowledge of the field of Jewish Education as we start the second decade of the 21st century. The Handbook is divided broadly into four main sections: Vision and Practice: focusing on issues of philosophy, identity and planning –the big issues of Jewish Education. Teaching and Learning: focusing on areas of curriculum and engagement Applications, focusing on the ways that Jewish Education is transmitted in particular contexts, both formal and informal, for children and adults. Geographical, focusing on historical, demographic, social and other issues that are specific to a region or where an issue or range of issues can be compared and contrasted between two or more locations. This comprehensive collection of articles providing high quality content, constitutes a difinitive statement on the state of Jewish Education world wide, as well as through a wide variety of lenses and contexts. It is written in a style that is accessible to a global community of academics and professionals.

Teaching the Historical Jesus in his Jewish context to students of varied religious backgrounds presents instructors with not only challenges, but also opportunities to sustain interfaith dialogue and foster mutual understanding and respect. This new collection explores these challenges and opportunities, gathering together experiential lessons drawn from teaching Jesus in a wide variety of settings—from the public, secular two- or four-year college, to the Jesuit university, to the Rabbinic school or seminary, to the orthodox, religious Israeli university. A diverse group of Jewish and Christian scholars reflect on their own classroom experiences and explicates crucial issues for teaching Jesus in a way that encourages students at every level to enter into an encounter with the Hebrew Scriptures and the New Testament without paternalism, parochialism, or prejudice. This volume is a valuable resource for instructors and graduate students interested in an interfaith approach in the classroom, and provides practical case studies for scholars working on Jewish-Christian relations.

Scholars have questioned every aspect of the story of Mattathias in 1 Maccabees; the revisionist narrative turns Mattathias and his Maccabees from the heroes of the Jewish holiday of Hanukkah and idealistic fighters for religious freedom, into merely ambitious men who ruthlessly strove for power and usurped the high priesthood of Judaea. Dr. Benjamin Edidin Scolnic takes a fresh, unbiased approach to every element of the story: the incident at Mode n, Mattathias's priestly credentials and their implications for his beliefs, the meaning of personal ambition and the greater ambition to create the Jewish kingdom promised by the sacred biblical texts, the meaning of circumcision in his time, and the decision to fight on the Sabbath. Mattathias's actions of zealous violence, as controversial as they were in both his day and as they often are seen today, were primarily for the preservation of his religion and people. Dr. Scolnic asserts that it was Mattathias who defined Judaism and Jewishness for his time.