THEO 1434 Judaism and Christianity in Dialogue
In 1974, the Vatican explicitly called on Catholics to understand Jews as they understand themselves. In our world of dialogue and post-Holocaust repair of relations, Jews similarly ought to understand Christians. This course will explore key topics in the contemporary Christian-Jewish dialogue with the goal of both enabling this understanding of the other and enhancing self-understanding. Students who do not identify with either tradition are welcome to enrich this conversation. Satisfies Core requirement for: Theology (Sacred Texts and Traditions)
Course overview
- Department
- Theology
- School
- MCAS
- Credits
- 3
- Level
- Undergraduate
- Offered
- Every Fall, Every Spring, Every Summer
Catalog details
- Satisfies core
- Cultural Diversity,Theology
Requirements fulfilled
- Theology (Honors): Theology Core, Option A — One semester of Sacred Texts and Traditions (one of) (Current University Catalog; students should confirm their catalog year)
- Theology: Theology Core, Option A — Sacred Texts and Traditions (STT) course (one of) (Current University Catalog; students should confirm their catalog year)
- University Core: Cultural Diversity (All undergraduates)
- University Core: Sacred Texts and Traditions (STT) (All undergraduates)
Course evaluations
- Course rating
- 3.55 / 5 · Very Good
- Instructor rating
- 3.79 / 5 · Very Good
- Terms evaluated
- 10
| Term | Instructor | Course overall | Instructor overall | Well organized | Clear learning objectives | Intellectually challenging | Helpful assignments | Applicable beyond course | Attendance necessary | Weekly effort | Responses |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Spring 2026 | Jess Navarette | 2.9 | 3.7 | 3.9 | 3.9 | 4.1 | 3.9 | 3.8 | 4.2 | 4–6 hrs/week | 20 of 28 |
| Spring 2026 | Ruth Langer | 2.9 | 3.3 | 3.9 | 3.9 | 4.1 | 3.9 | 3.8 | 4.2 | 4–6 hrs/week | 20 of 28 |
| Fall 2025 | Daniel Joslyn-Siemiatkoski | 4.4 | 4.6 | 4.7 | 4.8 | 4.3 | 4.4 | 4.6 | 4.8 | 1–3 hrs/week | 31 of 38 |
| Fall 2025 | Ruth Langer | 3.4 | 3.5 | 4.2 | 4.1 | 4.1 | 4.1 | 4.0 | 4.5 | 1–3 hrs/week | 18 of 22 |
| Fall 2025 | Yiyi Zhang | 4.4 | 4.3 | 4.7 | 4.8 | 4.3 | 4.4 | 4.6 | 4.8 | 1–3 hrs/week | 31 of 38 |
| Spring 2025 | Matthew Hass | 4.1 | 4.3 | 4.4 | 4.3 | 4.2 | 4.4 | 4.5 | 4.5 | 1–3 hrs/week | 65 of 78 |
| Spring 2025 | Reuben Duniya | 3.0 | 3.0 | 3.8 | 3.8 | 4.2 | 3.7 | 3.8 | 4.4 | 4–6 hrs/week | 25 of 34 |
| Spring 2025 | Ruth Langer | 3.2 | 3.3 | 4.0 | 4.0 | 4.3 | 3.8 | 4.0 | 4.4 | 4–6 hrs/week | 34 of 47 |
| Fall 2024 | Daniel Joslyn-Siemiatkoski | 4.5 | 4.6 | 4.8 | 4.8 | 4.6 | 4.6 | 4.7 | 4.6 | 1–3 hrs/week | 34 of 37 |
| Spring 2024 | Matthew Hass | 4.0 | 4.2 | 4.3 | 4.3 | 4.2 | 4.3 | 4.5 | 4.6 | 1–3 hrs/week | 32 of 40 |
| Fall 2023 | Daniel Joslyn-Siemiatkoski | — | — | — | — | — | — | — | — | — | 29 of 36 |
| Fall 2023 | John Bosco Lugonja | — | — | — | — | — | — | — | — | — | 29 of 36 |
| Spring 2023 | Domenik Ackermann | 3.1 | 3.1 | 3.9 | 4.0 | 4.0 | 3.9 | 4.1 | 4.3 | 4–6 hrs/week | 23 of 27 |
| Spring 2023 | Emily Turner | 3.2 | 3.6 | 4.2 | 4.2 | 4.6 | 4.1 | 4.1 | 4.5 | 4–6 hrs/week | 25 of 32 |
| Spring 2023 | Ruth Langer | 3.2 | 3.5 | 4.2 | 4.2 | 4.6 | 4.1 | 4.1 | 4.5 | 4–6 hrs/week | 25 of 32 |
| Fall 2022 | Domenik Ackermann | 2.6 | 2.8 | 3.2 | 3.3 | 3.9 | 3.4 | 3.6 | 4.1 | 1–3 hrs/week | 23 of 29 |
| Fall 2022 | Yujia Zhai | 3.8 | 4.4 | 4.6 | 4.4 | 4.2 | 4.4 | 4.8 | 4.8 | 4–6 hrs/week | 5 of 9 |
| Spring 2022 | David Maayan | 3.9 | 4.2 | 4.2 | 4.3 | 4.2 | 4.5 | 4.2 | 4.5 | 1–3 hrs/week | 14 of 28 |
| Spring 2022 | Qi Zeng | 2.2 | 3.7 | 3.8 | 3.5 | 4.3 | 3.3 | 3.3 | 4.0 | 4–6 hrs/week | 18 of 37 |
| Spring 2022 | Ruth Langer | 2.2 | 2.4 | 3.8 | 3.5 | 4.3 | 3.3 | 3.3 | 4.0 | 4–6 hrs/week | 18 of 37 |
| Spring 2022 | Yujia Zhai | 3.3 | 3.8 | 4.3 | 4.3 | 4.1 | 3.8 | 3.8 | 4.3 | 1–3 hrs/week | 12 of 24 |
| Fall 2021 | David Maayan | 2.9 | 3.2 | 3.1 | 3.3 | 3.7 | 3.7 | 4.1 | 4.4 | 1–3 hrs/week | 15 of 28 |
| Fall 2021 | Yujia Zhai | 3.2 | 3.1 | 4.2 | 4.2 | 3.9 | 4.0 | 3.9 | 4.4 | 1–3 hrs/week | 14 of 28 |
Data freshness
Instructors
Sections
- Section 01
- Section 02
- Section 01
- Section 02