Abstract
As talk of twenty-first century learning enlivens educators' professional discourse, the intellectual and social potential of chevruta learning heeds the call for critical thinking, communication, and collaboration. Chevruta learning also provides a fertile laboratory for social skills. It is compelling to see how the pedagogical structure of chevruta, when thougthtfully designed and supported, meets today's educational ideals and indeed surpasses the with intriguing potential as an ethical and spiritual practice. There is a lot that Jewish educators can do to deepen their use of this learning structure and become designers of an intentional chevruta learning practice that will nurture their students intellectually, socially, ethically, and spiritually.