The articles in this volume originated, in large part, as papers presented at a conference convened by the Melton Coalition for Creative Interaction in December 2014 at the Hebrew University of Jerusalem. The Melton Coalition is a consortium of the three Melton Centers established over the years by the visionary philanthropist Samuel Mendel Melton: at the Jewish Theological Seminary, the Hebrew University of Jerusalem and the Ohio State University. The conference was devoted to the various forms of interaction that obtain between the oral and the textual modes of discourse in Jewish history and contemporary Jewish life. Some of the essays dwell on oral and textual media in historical context – while others place more emphasis on the contemporary educational implications of the phenomena under discussion. All the essays in this volume articulate patterns of oral and written discourse that can greatly enrich our knowledge of both the history of Jewish culture and the theory and practice of Jewish education.

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 prolific 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 – worldviews, 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 in itself. On the one hand, normative discourse that does not also have its "ears to the ground," picking up on current educational problems and addressing them in terms intelligible to those who suffer from them, will end up being sterile and hortatory. Deliberative discourse, on the other hand, is always anchored in normative assumptions, without which one could not articulate what it is about the "problem" that is "problematic," or in need of amelioration. According to Rosenak, there must be a constant, dialectical interaction between the normative and deliberative modes if educational issues are to be addressed both honestly and intelligently.

The biblical idea of a distinct 'Jewish contribution to civilization' continues to engage Jews and non-Jews alike. This book seeks neither to document nor to discredit the notion, but rather to investigate the idea itself as it has been understood from the seventeenth century to the present. It explores the role that the concept has played in Jewish self-definition, how it has influenced the political, social, and cultural history of the Jews and of others, and whether discussion of the notion still has relevance in the world today. The book offers a broad spectrum of academic opinion: from tempered advocacy to reasoned disavowal, with many variations on the theme in between. It attempts to illustrate the centrality of the question in modern Jewish culture in general, and its importance for modern Jewish studies in particular. Part I addresses the idea itself and considers its ramifications. Richard I. Cohen focuses on the nexus between notions of 'Jewish contribution' and those of 'Jewish superiority" David N. Myers shifts the focus from 'contribution' to 'civilization', arguing that the latter term often served the interests of Jewish intellectuals far better, and Moshe Rosman shows how the current emphasis on multiculturalism has given the idea of a 'Jewish contribution' new life. Part II turns to the relationship between Judaism and other monotheistic cultures. Elliott Horowitz's essay on the sabbath serves as an instructive test-case for the dynamic and complexity of the 'contribution' debate and a pointer to more general, theoretical issues. David Berger expands on these in his account of how discussion of Christianity's Jewish legacy developed in the late nineteenth and twentieth centuries, and Susannah Heschel shows how the Jewish-Christian encounter has influenced the study of other non-Western 'others'. Daniel Schroeter raises revealing questions about the altogether Eurocentric character of the 'contribution' discourse, which also bore heavily on perceptions of Jews and Judaism in the world of Islam. Part III introduces us to various applications and consequences of the debate. Yaacov Shavit probes the delicate balance forged by nineteenth-century German Jewish intellectuals in defining their identity. Mark Gelber moves the focus to the present and considers the post-war renewal of German Jewish culture and the birth of German-Jewish studies in the context of the 'contribution' discourse. Bringing the volume to its conclusion, David Biale compares three overviews of Jewish culture and civilization published in America in the twentieth and twenty-first-centuries. CONTRIBUTORS David Berger, David Biale, Jeremy Cohen, Richard I. Cohen, Mark Gelber, Susannah Heschel, Elliott Horowitz, David N. Myers, Moshe Rosman, Daniel Schroeter, Yaacov Shavit

This is a platform for scholarly analysis of major issues confronting contemporary Jewish education thus reflecting the new age of examination and research emerging in that world. The list of contributors to these volumes includes experts in the different disciplines of Jewish Studies, academics that apply the scholarly tools of the Social Sciences to the study of Jewish education, scholars interested in the interdisciplinary aspects of Jewish Studies and their implications for Jewish education, educational leaders and directors of visionary educational institutions. Colleagues, students and friends have all contributed enquiries into the issues that have stood at the center of Mike's professional concerns. Languages and Literatures in Jewish Education thus invites the reader to participate in the ongoing dialogue on the key issues of Jewish existence and education today.

The essays in this volume are a summary of a conference held in honour of Prof Michael Rosenak on the occasion of his retirement from the Melton Centre. The articles all deal with, either directly or indirectly, the question of the cultivation of the educated Jewish citizen as viewed from plural perspectives. There is an article on the moral and intellectual challenges in teaching the Bible both in the Orthodox and non Orthodox school system. There is also an article on the introduction of Holocaust studies into different educational frameworks.