People who helped exterminate Jews during the shoah (Hebrew for "holocaust") often claimed that they only did what was expected of them. Intrigued by hearing the same response from individuals who rescued Jews, David R. Blumenthal proposes that the notion of ordinariness used to characterize Nazi evil is equally applicable to goodness. In this provocative book, Blumenthal develops a new theory of human behavior that identifies the social and psychological factors that foster both good and evil behavior.
Drawing on lessons primarily from the shoah but also from well-known obedience and altruism experiments, My Lai, and the civil rights movement, Blumenthal deftly interweaves insights from psychology, history, and social theory to create a new way of looking at human behavior. Blumenthal identifies the factors — social hierarchy, education, and childhood discipline — that shape both good and evil attitudes and actions.
Considering how our religious and educational institutions might do a better job of encouraging goodness and discouraging evil, he then makes specific recommendations for cultivating goodness in people, stressing the importance of the social context of education. He reinforces his ideas through stories, teachings, and case histories from the Jewish tradition that convey important lessons in resistance and goodness.
Appendices include the ethical code of the Israel Defense Forces, material on non-violence from the Martin Luther King, Jr., Center, a suggested syllabus for a Jewish elementary school, and a list of prosocial sources on the Web, as well as a complete bibliography.
If people can commit acts of evil without thinking, why can’t even more commit acts of kindness? Writing with power and insight, Blumenthal shows readers of all faiths how we might replace patterns of evil with empathy, justice, and caring, and through a renewed attention to moral education, perhaps prevent future shoahs.
While imparting their ethical lessons, rabbinic texts often employ vivid images of death, aging, hunger, defecation, persecution, and drought. In Confronting Vulnerability, Jonathan Wyn Schofer carefully examines these texts to find out why their creators thought that human vulnerability was such a crucial tool for instructing students in the development of exemplary behavior.
These rabbinic texts uphold virtues such as wisdom and compassion, propound ideal ways of responding to others in need, and describe the details of etiquette. Schofer demonstrates that these pedagogical goals were achieved through reminders that one’s time on earth is limited and that God is the ultimate master of the world. Consciousness of death and of divine accounting guide students to live better lives in the present. Schofer’s analysis teaches us much about rabbinic pedagogy in late antiquity and also provides inspiration for students of contemporary ethics. Despite their cultural distance, these rabbinic texts challenge us to develop theories and practices that properly address our frailties rather than denying them.
Hermann Cohen’s essay on Maimonides’ ethics is one of the most fundamental texts of twentieth-century Jewish philosophy, correlating Platonic, prophetic, Maimonidean, and Kantian traditions. Almut Sh. Bruckstein provides the first English translation and her own extensive commentary on this landmark 1908 work, which inspired readings of medieval and rabbinic sources by Leo Strauss, Franz Rosenzweig, and Emmanuel Levinas.
Cohen rejects the notion that we should try to understand texts of the past solely in the context of their own historical era. Subverting the historical order, he interprets the ethical meanings of texts in the light of a future yet to be realized. He commits the entire Jewish tradition to a universal socialism prophetically inspired by ideals of humanity, peace, and universal justice.
Through her own probing commentary on Cohen’s text, like the margin notes of a medieval treatise, Bruckstein performs the hermeneutical act that lies at the core of Cohen’s argument: she reads Jewish sources from a perspective that recognizes the interpretive act of commentary itself.
Jonathan Schofer offers the first theoretically framed examination of rabbinic ethics in several decades. Centering on one large and influential anthology, The Fathers According to Rabbi Nathan, Jonathan Schofer situates that text within a broader spectrum of rabbinic thought, while at the same time bringing rabbinic thought into dialogue with current scholarship on the self, ethics, theology, and the history of religions.
Notable Selection, Jordan Schnitzer Book Award for Philosophy and Jewish Thought, Association for Jewish Studies
Engage fourteen essays from an international group of experts
There is little direct evidence for formal education in the Bible and in the texts of Second Temple Judaism and early Christianity. At the same time, pedagogy and character formation are important themes in many of these texts. This book explores the pedagogical purpose of wisdom literature, in which the concept of discipline (Hebrew musar) is closely tied to the acquisition of wisdom. It examines how and why the concept of musar came to be translated as paideia (education, enculturation) in the Greek translation of the Hebrew Bible (Septuagint), and how the concept of paideia was deployed by ancient Jewish authors writing in Greek. The different understandings of paideia in wisdom and apocalyptic writings of Second Temple Judaism are this book's primary focus. It also examines how early Christians adapted the concept of paideia, influenced by both the Septuagint and Greco-Roman understandings of this concept.
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