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

A multilingual, transnational literary tradition, Jewish American writing has long explored questions of personal identity and national boundaries. These questions can engage students in literature, writing, or religion; at Jewish, Christian, or secular schools; and in or outside the United States. This volume takes an expansive view of Jewish American literature, beginning with writing from the earliest colonies in the Americas and continuing to contemporary Soviet-born authors in the United States, including works that engage deeply with religious concepts and others that embrace assimilation. It invites readers to rethink the nature of American multiculturalism, suggests pairings of Jewish American texts with other ethnic American literatures, and examines the workings of whiteness and privilege. Contributors offer varied perspectives on classic texts such as Yekl, Bread Givers, and "Goodbye, Columbus," along with approaches to interdisciplinary topics including humor, graphic novels, and musical theater. The volume concludes with an extensive resources section.

Most writing about Jewish education has been preoccupied with two questions: What ought to be taught? And what is the best way to teach it? Ari Y Kelman upends these conventional approaches by asking a different question: How do people learn to engage in Jewish life? This book, by centering learning, provides an innovative way of approaching the questions that are central to Jewish education specifically and to religious education more generally. At the heart of Jewish Education is an innovative alphabetical primer of Jewish educational values, qualities, frameworks, catalysts, and technologies which explore the historical ways in which Jewish communities have produced and transmitted knowledge. The book examines the tension between Jewish education and Jewish Studies to argue that shifting the locus of inquiry from “what people ought to know” to “how do people learn” can provide an understanding of Jewish education that both draws on historical precedent and points to the future of Jewish knowledge.

This volume examines new developments in the fields of premodern Jewish studies over the last thirty years. The essays in this volume, written by leading experts, are grouped into four overarching temporal areas: the First Temple, Second Temple, Rabbinic, and Medieval periods. These time periods are analyzed through four thematic methodological lenses: the social scientific (history and society), the textual (texts and literature), the material (art, architecture, and archaeology), and the philosophical (religion and thought). Some essays offer a comprehensive look at the state of the field, while others look at specific examples illustrative of their temporal and thematic areas of inquiry. The volume presents a snapshot of the state of the field, encompassing new perspectives, directions, and methodologies, as well as the questions that will animate the field as it develops further. It will be of interest to scholars and students in the field, as well as to educated readers looking to understand the changing face of Jewish studies as a discipline advancing human knowledge

The Oxford Handbook of Jewish Studies reflects the current state of scholarship in the field as analyzed by an international team of experts in the different and varied areas represented within contemporary Jewish Studies. Unlike recent attempts to encapsulate the current state of Jewish Studies, the Oxford Handbook is more than a mere compendium of agreed facts; rather, it is an exhaustive survey of current interests and directions in the field.

This book tells the story of a Jewish Studies that hasn’t fully happened—at least not yet. Newton asks what we mean when we say “Jewish Studies”—and when we imagine it not as mere amalgam but as a project. Jewish Studies offers a unique perspective from which to view the horizon of the academic humanities because, although it arrived belatedly, it has spanned a range of disciplinary locations and configurations, from an “origin story” in nineteenth-century historicism and philology, to the emancipatory politics of the Enlightenment, to the ethnicity-driven pluralism of the postwar decades, to more recent configurations within an interdisciplinary cultural studies. The conflicted allegiances with respect to traditions, disciplines, divisions, stakes, and stakeholders represent the structural and historical situation of the field, as it comes into contact with the humanities more broadly. At once a literary and philosophical thinker, Newton deploys a tableau of texts in concert with an ensemble of vivid, elastic tropes not only to theorize Jewish Studies but also to reimagine it as an agent of that potency Jacques Derrida calls “leverage”—a force multiplier for the field’s multiple possibilities. In refiguring a Jewish Studies to come, the book intervenes in a broader discourse about the challenge of professing disciplinary knowledges while promoting transit across their boundaries. Jewish Studies as Counterlife further amplifies Newton’s career-long articulation of the dialogic as the staging ground of ethical encounter.

This three-volume work is a cornerstone resource on the evolution and dynamics of the Jewish Diaspora as it played out around the world—from its beginnings to the present. Encyclopedia of the Jewish Diaspora: Origins, Experiences, and Culture is the definitive resource on one of world history's most curious phenomenons, encompassing the communities, cultures, ethnicities, and experiences created by the Diaspora in every region of the world where Jews live or Jewish ancestry exists. The encyclopedia is organized in three volumes. The first includes 100 essays on the Jewish Diaspora experience, with coverage ranging from ethnography and demography to philosophy, history, music, and business. The second and third volumes feature hundreds of articles and essays on Diaspora regions, countries, cities, and other locations. With an editorial board of renowned Jewish scholars, and with an extraordinarily accomplished team of contributors, Encyclopedia of the Jewish Diaspora captures the full scope of its subject like no other reference work before it.

There is a general understanding within religious and academic circles that the incarnate Christ of Christian belief lived and died a faithful Jew. This volume addresses Jesus in the context of Judaism. By emphasizing his Jewishness, the authors challenge today’s Jews to reclaim the Nazarene as a proto-rebel rabbi and invite Christians to discover or rediscover the Church’s Jewish heritage. The essays in this volume cover historical, literary, liturgical, philosophical, religious, theological, and contemporary issues related to the Jewish Jesus. Several of them were originally presented at a three-day symposium on “Jesus in the Context of Judaism and the Challenge to the Church,” hosted by the Samuel Rosenthal Center for Judaic Studies at Case Western Reserve University in 2009. In the context of pluralism, in the temper of growing interreligious dialogue, and in the spirit of reconciliation, encountering Jesus as living history for Christians and Jews is both necessary and proper. This book will be of particular interest to scholars of the New Testament and Early Church who are seeking new ways of understanding Jesus in his religious and cultural milieu, as well Jewish and Christian theologians and thinkers who are concerned with contemporary Jewish and Christian relationships.

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.