Jewish Paideia examines the diverse and complex views on education in the Hellenistic and early Roman Diaspora and how these understandings of education were inextricably bound to continually evolving constructions and reshapings of self- and communal identity.
The early Enoch literature does not refer to the Mosaic Torah or emphasize the distinctively Mosaic laws designed for Israel. But the book of Jubilees gives room to both Mosaic and Enochic traditions within the Sinaitic revelatory framework. What, then, should we make of such differences? / This question and related speculations were on the minds of scholars gathered from around the world at the fourth Enoch Seminar at Camaldoli, Italy, in July 2007. Four tendencies emerged from the discussion at the seminar. Some scholars claimed that Jubilees was a direct product of Enochic Judaism with subordinated Mosaic features. Some suggested that Jubilees was a conscious synthesis of Enochic and Mosaic tradition, yet remaining autonomous from both. Some asserted that Jubilees was essentially a Mosaic text with some Enochic influence. And others questioned the very existence of a gulf between Enochic and Mosaic traditions as competing forms of Judaism at the time of Jubilees. / Gabriele Boccaccini and Giovanni Ibba have carefully collected the countervailing views into this volume. What readers will find here is a lively debate among the most distinguished international specialists, together striving for a better understanding of a puzzling ancient document.
The early Enoch literature does not refer to the Mosaic Torah or emphasize the distinctively Mosaic laws designed for Israel. But the book of Jubilees gives room to both Mosaic and Enochic traditions within the Sinaitic revelatory framework. What, then, should we make of such differences? / This question and related speculations were on the minds of scholars gathered from around the world at the fourth Enoch Seminar at Camaldoli, Italy, in July 2007. Four tendencies emerged from the discussion at the seminar. Some scholars claimed that Jubilees was a direct product of Enochic Judaism with subordinated Mosaic features. Some suggested that Jubilees was a conscious synthesis of Enochic and Mosaic tradition, yet remaining autonomous from both. Some asserted that Jubilees was essentially a Mosaic text with some Enochic influence. And others questioned the very existence of a gulf between Enochic and Mosaic traditions as competing forms of Judaism at the time of Jubilees. / Gabriele Boccaccini and Giovanni Ibba have carefully collected the countervailing views into this volume. What readers will find here is a lively debate among the most distinguished international specialists, together striving for a better understanding of a puzzling ancient document.
Jewish Paideia investigates diverse self-reflections on what it meant to be Jewish in Hellenistic and early Roman Diaspora communities by examining depictions of ideal Jewish education, or paideia, in the literature of the period. Education offers a unique and unexplored vantage point for understanding the internal constructing of Jewish identity in progress, as it provides key insight into the most determinative constituents of Jewish ethics and culture and into how questions of "Jewishness" were reimagined under dynamic and varied cultural and political circumstances. Within the elite intellectual circles of the ancient Mediterranean world, individual and communal identity, not unlike today, was inextricably bound to education. Depictions of ideal Jewish education become for us windows into a discourse of identity as it happened. By exploring how Jewish writers utilized paideia as a means of forming, reshaping, and deploying unique portraits of Jewish identity, this volume fills a significant lacuna in the study of ancient Judaism and the Jewish people. It also provides meaningful comparanda for Classicists and necessary background for later developments of Late Antique Jewish and Christian pedagogy. The diverse ways in which education was construed directly reflect how authors sought to internally understand and externally portray the Jewish community. Education offers keen insight into how the ancestral past became a contested site, how "the other" was utilized as a foil for reinforcing the image of the in-group, how empire and colonization impacted understandings of the Jewish people within broader society, and how Jewish law functioned to connect community members across space and time. Paideia, therefore, provides the researcher unparalleled access to Jewish self-reflections during this important period of history and to questions that have been central to developing a greater understanding of the Jewish people within the ancient Mediterranean world.
Jason F. Moraff challenges the contention that Acts' sharp rhetoric and portrayal of the Jews reflects anti-Judaism and supersessionism. He argues that, rather than constructing Christian identity in contrast to Judaism, Acts binds the Way, Paul, and the Jews together into a shared identity as Israel, and that together they embark on a journey of repentance with common Jewishness providing the foundation. Acts leverages Jewish kinship, language, cult, and custom to portray the Way, Paul, and the Jews as one family debating the direction of their ancestral tradition. Using a historically situated narrative approach, Moraff frames Acts' portrayal of the Way and Paul in relation to the Jewish people as participating in internecine conflict regarding the Jewish tradition-in-crisis, after the destruction of the temple. By exploring ancient ethnicity, Jewish identity and Lukan characterization, images of the Jews, the Way, and Paul, violence in Acts and the theme of blindness in Luke's gospel, the Pauline writings and Acts, Moraff stresses that Acts speaks from among my own nation, meaning the Jews, and makes it possible to understand Acts' critical characterization of the Jews within Second Temple Judaism.
For the past decade in the United States, elementary principals have faced increased scrutiny. Student performance regardless of student experiences, district funding practices, or societal factors have been the responsibility of the principal. In a similar fashion, teachers have been ridiculed and scorned. As a result, principals are left trying to create positive school culture, evaluate teacher performance, and guide and support professional development initiatives. In the meantime, teachers in many ways do not see themselves as professionals, do not feel that they have autonomy in their classrooms, and as a result may not have the same joy that they once had. The goal of this guide is to assist principals and school leaders to cultivate a school culture where the principal is positioned as the literacy leader. This guide will support principals to address, define, and create a literacy culture. Most importantly, provide insight to support principals in their quest to becoming primary individual responsible for bringing joy to teaching and learning as part of building school culture.
The women who starred in low-budget cult movies created many memorable experiences for those fans of late night flicks such as Saturday Night Frights, Movie Macabre and Up All Night. Brinke Stevens, who played Linda in The Slumber Party Massacre, recalls, "Suddenly I was riding in limos, flying to foreign countries for film festivals, appearing on dozens of popular talk and entertainment TV shows, and truly feeling like a glamorous movie star." This collection of revealing interviews provides insights into the lives of 20 cult film actresses. They discuss the pros and cons of making these movies and the directions their careers have taken since. Among the films they starred in are Night of the Living Dead, The Slumber Party Massacre, Friday the 13th, A Nightmare on Elm Street, Halloween, Sleepaway Camp and Elvira's Haunted Hills.
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