There was, nonetheless, a minority of medieval Jewish thinkers who did not regard philosophy as a menace. In the Jewish milieu, the perceived threat was reinforced by a deep-seated antipathy towards all alien literature that is evidenced in classic rabbinic writings. Philosophy was undoubtedly regarded as a threat by many medieval thinkers, Jewish as well as Muslim. This chapter describes the origins of medieval Jewish philosophy as a response to a threat. The essay advances a historical argument by examining the works of an important and influential modern Jewish thinker, but it is also driven by a constructive question: What does Hutner’s vision of Jewish religious teaching and learning have to contribute to today’s Jewish education, and to the broader world of higher education in North America in particular? The present study interrogates a series of key themes that appear in Hutner’s teachings, all of which pertain to issues of pedagogy and the construction of religious education. Drawing upon his public discourses and his written letters, I argue that Hutner’s vocabulary-which remained rooted almost entirely in the vocabulary of traditional Talmudism-afforded him a ready garment in which to clothe a syncretic educational theory, which combines Hasidic approaches to spiritual instruction and remakes the traditions of Lithuanian piety and study for his new American audience. Rabbi Yitshak Hutner (1906–1980) was a remarkable scholar, an enigmatic religious intellectual and a charismatic teacher.
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