Abstract
Talmudic discussions reflecting how Jewish law views the property and lives of non-Jews, and interactions between Jews and non-Jews, may be troubling for students and teachers alike. What effect does teaching this material have upon teachers and students? What kinds of questions and conversations ensue? And what conclusions can we draw about how such texts might be approached in the contexts of day schools and adult education programs? This paper responds to these questions drawing upon the author's experience teaching many of these texts in various settings, and presents the author's overall pedagogic approach to this body of material.