Seymour Fox was one of themost influential figures in Jewish education in the second half of the 20th century. Born in Chicago in 1929, Fox made aliyah in 1966 and died – without warning – in Jerusalem in 2006. To most people in Jewish education Fox is remembered as an extraordinary institution builder, leader, and fund raiser. Of course, this is true. Prior to his aliyah Fox was Dean of the Teachers Institute (TI) at the Jewish Theological Seminary (JTS). But Fox’s gifts for leadership were recognized early on. He became the director of Camp Ramah in Wisconsin while still in his twenties and although he did not invent the Ramah movement (that was due to the efforts of Moshe Davis, Ralph Simon, and Sylvia Ettenberg, among others), early on Fox became the intellectual architect of much of Ramah’s program. In 1960 working with the philanthropist Samuel Mendel Melton, Fox created the Melton Research Center at JTS and a few years after becoming the Director of the School of Education at the Hebrew University he established the Melton Center at that institution. Later Fox launched the Florence Melton School for Adult Jewish Learning, Melton/Hebrew University’s Senior Educator Program, the Jerusalem Fellows Program (later renamed the Mandel Jerusalem Fellows), the Mandel School for Educational Leadership, and the Mandel Leadership Institute. Along the way Foxworked closely with a number of community leaders – most notably Samuel Melton and Morton Mandel, but a number of others as well – and was able to secure funding for the School of Education and the institutions and programs mentioned above. (I have not touched upon the important work he did with Israel’s Ministry of Education and the Israel Defense Forces.) In recognition of these achievements two years ago the School of Education at the Hebrew University was renamed the Seymour Fox School of Education. All of the above is enormously impressive but Fox himself would have been disappointed to think that his legacy would be measured by his successes in creating and leading institutions. As much as hemust have been pleased by these accomplishments, he saw himself in a fundamental way as a thinker, scholar, and teacher. I began to list the people who were his students – both in a formal way as a doctoral advisor tomany scholars; as a teacher in the Senior Educator Program and Mandel Jerusalem Fellows; and in less formal contexts when he served as a consultant to a variety of educational initiatives, some of which were mentioned above. I started thinking about those who studied him: beginning with his first two doctoral students, Miriam Ben-Peretz (who went on to a distinguished career as a scholar of education at Haifa University and was recipient of the Israel Prize in education in 2006) and Michael Rosenak who was the most important philosopher of Jewish education over the last 40 years. As I began to follow those two

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超越制度建设：作为教育思想家的西摩福克斯：对行动愿景的反思：作品选

西摩福克斯是 20 世纪下半叶犹太教育界最有影响力的人物之一。福克斯 1929 年出生于芝加哥，1966 年创造了 aliyah，并于 2006 年在没有任何警告的情况下在耶路撒冷去世。 对于大多数犹太教育界人士来说，福克斯被认为是一位非凡的机构建设者、领导者和筹款人。当然，这是真的。在加入阿利亚·福克斯之前，他是犹太神学院 (JTS) 教师学院 (TI) 的院长。但福克斯的领导天赋很早就得到了认可。他在 20 多岁时就成为威斯康星州拉玛营的负责人，虽然他没有发明拉玛运动（这是由于摩西·戴维斯、拉尔夫·西蒙和西尔维娅·埃滕伯格等人的努力），但在福克斯早期就成为了Ramah 大部分项目的知识架构师。1960 年，福克斯与慈善家塞缪尔·门德尔·梅尔顿合作，在 JTS 创建了梅尔顿研究中心，并在成为希伯来大学教育学院院长几年后，在该机构建立了梅尔顿中心。后来，福克斯推出了佛罗伦萨梅尔顿成人犹太学习学校、梅尔顿/希伯来大学的高级教育家计划、耶路撒冷研究员计划（后来更名为曼德尔耶路撒冷研究员）、曼德尔教育领导学院和曼德尔领导学院。在此过程中，福克斯与许多社区领袖密切合作——最著名的是塞缪尔·梅尔顿和莫顿·曼德尔，但也有一些其他人——并能够为教育学院以及上述机构和项目获得资金。（我没有涉及他在以色列教育部和以色列国防军所做的重要工作。）两年前，为了表彰这些成就，希伯来大学的教育学院更名为西摩福克斯教育学院。以上所有内容都令人印象深刻，但如果福克斯本人认为他的遗产将由他在创建和领导机构方面的成功来衡量，他本人会感到失望。尽管他对这些成就感到高兴，但他从根本上将自己视为思想家、学者和教师。我开始列出他的学生——作为许多学者的博士生导师的正式方式；作为高级教育家计划和曼德尔耶路撒冷研究员的教师；在不太正式的情况下，当他担任各种教育计划的顾问时，其中一些已在上面提到。我开始考虑研究他的人：从他的前两个博士生 Miriam Ben-Peretz（他在海法大学担任教育学者的杰出职业生涯开始，并于 2006 年获得以色列教育奖）和Michael Rosenak 是过去 40 年来最重要的犹太教育哲学家。当我开始关注那两个 Miriam Ben-Peretz（他在海法大学继续担任教育学者的杰出职业，并于 2006 年获得以色列教育奖）和 Michael Rosenak，他是过去 40 年来最重要的犹太教育哲学家。当我开始关注那两个 Miriam Ben-Peretz（他在海法大学继续担任教育学者的杰出职业，并于 2006 年获得以色列教育奖）和 Michael Rosenak，他是过去 40 年来最重要的犹太教育哲学家。当我开始关注那两个