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.

A look at The book of Joshua – The challenges of teaching the book of Joshua in contemporary Israeli society, for example how to grapple with questions of military power in 21st Century Israeli society whose primary concern is peace, and a book which proves the claim of the Jewish people on the land of Israel can appear dated at a time when giving land for peace is a main issue.

The essays in this volume are based on a conference devoted to Rabbinic thought and its instruction and the essays relate specifically to the educational aspects of the study of Rabbinic literature. Managing Editor: Vivienne Burstein.

This book delivers a comprehensive picture of HIPPY, a family support, parent-focused, early childhood literacy program. With 17 evaluation studies of the program, offered by researchers and practitioners from seven different countries, the book highlights the successes and challenges HIPPY faces in communities around the world. Dedicated to HIPPY's founder, Professor Avima D. Lombard, the collection presented here aims to provide answers to the different questions that might arise among all kinds of stakeholders, from program practitioners to policy markers to family members to researchers. The studies are organized around five themes: exploring theoretical perspectives; examining HIPPY's impact on children, on families and on communities; and navigating the research process. An in-depth introduction describes the various purposes of the book, outlines the contents of each chapter, and provides, in the form of two unique tables, detailed information that can be used as a reference for many stake-holders. With the goal that the book be as accessible and useful to program practitioners as to researchers, each chapter is followed by suggestions on how to integrate the evaluation findings into the daily life of the program. The result is a volume that can serve as an invaluable tool for international early literacy and family support program development, while also offering direction for the future course of the HIPPY's program.