Abstract
Liberal day schools in the United States have long championed the ideology of integration between Jewish and secular subjects and values, and have made the "integration" of these subjects and values with one another a cornerstone of their curriculum. In recent years, the ideology of integration has been called into question, and an alternative ideology and curriculum model that stresses the dynamic "interaction" that exists between the Jewish and secular components of the curriculum has begun to emerge. This article discusses the intellectual currents and historical conditions that led to the "integrative model" and indicates what the sociological factors and philosophical ideals have been that have led in recent years to the emergence of the "interactive model" and indicates how this latter model might be applied so as to inform the curricula of liberal day schools today.