Search results for: Gutoff Joshua

This article proposes a theoretical framework for understanding the possibility of Talmudic stories (as well as other narratives and scenes of interactions among two or more characters) to nurture the growth of the moral imagination as it is expressed in two related but distinct ways. At the intersection of work by educators, literary critics, and Talmudists, the approach suggested in this article offers a foundation for a Talmud pedagogy that provides a sophisticated, nuanced, and morally imaginative engagement with the text that is not restricted to technically or linguistically advanced students, and is independent of the subject matter of the text and other curricular goals.