Abstract
This curriculum studies article uncovers how ideological commitments often, without acknowledgment, determine instruction. Through a comparison of two popular Tanakh (Hebrew Bible) curricula, both focused on the same subject, one emerging out of a fundamentalist religious worldview and the other a progressive, modernist religious worldview, curricular nuances are explored and theorized. Ultimately, this article argues that small differences in instruction serve to shape radically different conceptions of religious activity.
