Fifty Years of Jewish Learning: What Has Changed and What Difference Does It Make?

Fifty Years of Jewish Learning: What Has Changed and What Difference Does It Make? © Koninklijke Brill NV, Leiden, 2011 DOI: 10.1163/157007011X564823 The Review of Rabbinic Judaism 14 (2011) 1–10 brill.nl/rrj Fifty Years of Jewish Learning: What Has Changed and What Difference Does It Make? 1 Jacob Neusner Institute for Advanced Theology, Bard College, Annandale-on-Hudson, NY 12504-5000 jneusner@frontiernet.net Keywords Judaic studies, Judaism in the academy, institutions of Jewish learning The question before us is, Who teaches what to whom? The answer is impor- tant, because if you want to see tomorrow’s self-evident truths, look at today’s college course-catalogues and textbooks. They mediate current academic learning into the future’s popular culture. Professors (not poets) are the unac- knowledged legislators of humanity. They hold hostage the future of culture. Take for example the case of Jewish studies. In the past fifty years the spon- sorship and focus of scholarship in Judaism have shifted. New types of author- ities dictate who teaches what to whom. In particular a revolution in the academic auspices of learning in Judaism has taken place. The foundations have shifted from yeshiva and rabbinical school to the academic library and class room. What has changed in fifty years? The curriculum of Jewish studies encompasses topics not treated in the past, while http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Review of Rabbinic Judaism Brill

Fifty Years of Jewish Learning: What Has Changed and What Difference Does It Make?

Review of Rabbinic Judaism, Volume 14 (1): 1 – Jan 1, 2011

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Publisher
Brill
Copyright
© 2011 Koninklijke Brill NV, Leiden, The Netherlands
ISSN
1568-4857
eISSN
1570-0704
D.O.I.
10.1163/157007011X564823
Publisher site
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Abstract

© Koninklijke Brill NV, Leiden, 2011 DOI: 10.1163/157007011X564823 The Review of Rabbinic Judaism 14 (2011) 1–10 brill.nl/rrj Fifty Years of Jewish Learning: What Has Changed and What Difference Does It Make? 1 Jacob Neusner Institute for Advanced Theology, Bard College, Annandale-on-Hudson, NY 12504-5000 jneusner@frontiernet.net Keywords Judaic studies, Judaism in the academy, institutions of Jewish learning The question before us is, Who teaches what to whom? The answer is impor- tant, because if you want to see tomorrow’s self-evident truths, look at today’s college course-catalogues and textbooks. They mediate current academic learning into the future’s popular culture. Professors (not poets) are the unac- knowledged legislators of humanity. They hold hostage the future of culture. Take for example the case of Jewish studies. In the past fifty years the spon- sorship and focus of scholarship in Judaism have shifted. New types of author- ities dictate who teaches what to whom. In particular a revolution in the academic auspices of learning in Judaism has taken place. The foundations have shifted from yeshiva and rabbinical school to the academic library and class room. What has changed in fifty years? The curriculum of Jewish studies encompasses topics not treated in the past, while

Journal

Review of Rabbinic JudaismBrill

Published: Jan 1, 2011

Keywords: Judaic studies; Judaism in the academy; institutions of Jewish learning

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