Search results for: Minnes Brandes Gabriella

In this article, the authors explore the transition from philosophical and theological manifestos to their practical and educational implementation as they analyze the official American Reform-Judaism discourse as curricular text. This analysis provides a tool for a discussion of the relationships between vision and its implementation particularly for educators and leaders. They highlight the possibilities of dialogue among educators, rabbis-in-training, and leaders to aid in the formation of new visionary documents and, in doing so, affect the dynamics of paving new directions. They demonstrate a model that may be used to investigate such translations from vision to a lived experience and back to reconstruction of a vision.