Abstract
The teaching of halakhah plays a central role in most, if not all, Modern Orthodox schools, both in the US and in
Israel. Anecdotal evidence, conversations with educators, and the minimal published literature on the pedagogy of
this subject area point to some of the dilemmas facing educators. This paper outlines some of the inherent
structural, curricular, pedagogic, and conceptual dilemmas and challenges, and presents a model for the teaching of
hilkhot moadim (the laws of holiday observance), as well as a discussion of the rationale for this approach as a
response to those challenges.