NEJS Faculty

Jon A. Levisohn

Jon A. Levisohn

Jack, Joseph and Morton Mandel Associate Professor of Jewish Educational Thought





Contact Information

(781) 736-2941
(781) 736-5020 FAX
levisohn@brandeis.edu


Office

ASAC 125


Mailing Address

Jon A. Levisohn
Brandeis University
MS 049
415 South Street
Waltham, MA 02454-9110


Degrees

Stanford University, Ph.D.
Stanford University, M.A.
Stanford University, M.A.
Harvard University, B.A.


Profile

Jon A. Levisohn is Associate Professor and the Jack, Joseph and Morton Mandel Chair in Jewish Educational Thought at Brandeis University, and directs the Jack, Joseph and Morton Mandel Center for Studies in Jewish Education. Professor Levisohn’s areas of specialization include philosophy of education, Jewish education, hermeneutics and the epistemology of the humanities, and scholarship of teaching classical Jewish texts. His most recent courses taught include Philosophy of Jewish Education, Tikkun Olam/Repairing the World: Service and Social Justice in Theory and Practice, A Philosophical Introduction to Judaism, and Studying Sacred Texts


Selected Publications

Professor Levisohn’s recent volumes include The Interpretive Virtues: A Philosophical Inquiry into the Teaching and Learning of Historical Narratives (forthcoming from Wiley-Blackwell); with Jeffrey S. Kress, Advancing the Learning Agenda in Jewish Education (forthcoming from Academic Studies Press); and with Ari Y. Kelman, Beyond Jewish Identity (forthcoming from Academic Studies Press). Articles include “Theories of Transformative Learning in Jewish Education: Three Cases” (Journal of Jewish Education 83:3, 2017) and with Mark Herman, “’This is One of the Commandment that Devolve upon the Community’: Hovot ha-Tzibbur (Communal Obligation) as Resources for Imagining Jewish Community,” (forthcoming in the Journal of Jewish Thought). Several recent papers and presentations are pieces of his next project, Jewish Education in Pursuit of Virtue, an effort to reconceptualize the learning goals of Jewish education in terms of the moral and intellectual dispositions that we aspire and intend for students to develop.