Abstract
I argue that the interdiscursive relationships between Jewish studies and education are in need of further philosophical articulation and conceptual differentiation in order to realize more beneficial engagement in higher education, professional education, and scholarship. I first consider the literature on interdisciplinarity and explain why I suggest the potentially more fruitful concept of interdiscursivity. Then, drawing on the philosophies of Dewey, Buchler, and Oakeshott, I suggest how their conceptions might inform the purposes and practices of relating education and Jewish studies with one another. Through this philosophical inquiry, I hope to suggest some beneficial, new ways to conceptualize, articulate, refine, and expand these fields and discourses’ relationships.
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