Ever since Socrates, teaching has been a difficult and even dangerous profession. Why is good teaching such hard work?

In this provocative, witty, and sometimes rueful book, David K. Cohen writes about the predicaments that teachers face. Like therapists, social workers, and pastors, teachers embark on a mission of human improvement. They aim to deepen knowledge, broaden understanding, sharpen skills, and change behavior. One predicament is that no matter how great their expertise, teachers depend on the cooperation and intelligence of their students, yet there is much that students do not know. To teach responsibly, teachers must cultivate a kind of mental double vision: distancing themselves from their own knowledge to understand students’ thinking, yet using their knowledge to guide their teaching. Another predicament is that although attention to students’ thinking improves the chances of learning, it also increases the uncertainty and complexity of the job.

The circumstances in which teachers and students work make a difference. Teachers and students are better able to manage these predicaments if they have resources—common curricula, intelligent assessments, and teacher education tied to both—that support responsible teaching. Yet for most of U.S. history those resources have been in short supply, and many current accountability policies are little help. With a keen eye for the moment-to-moment challenges, Cohen explores what “responsible teaching” can be, the kind of mind reading it seems to demand, and the complex social resources it requires.

Narratives are fundamental to our lives: we dream, plan, complain, endorse, entertain, teach, learn, and reminisce through telling stories. They provide hopes, enhance or mitigate disappointments, challenge or support moral order and test out theories of the world at both personal and communal levels. It is because of this deep embedding of narrative in everyday life that its study has become a wide research field including disciplines as diverse as linguistics, literary theory, folklore, clinical psychology, cognitive and developmental psychology, anthropology, sociology, and history.

In Telling Stories leading scholars illustrate how narratives build bridges among language, identity, interaction, society, and culture; and they investigate various settings such as therapeutic and medical encounters, educational environments, politics, media, marketing, and public relations. They analyze a variety of topics from the narrative construction of self and identity to the telling of stories in different media and the roles that small and big life stories play in everyday social interactions and institutions. These new reflections on the theory and analysis of narrative offer the latest tools to researchers in the fields of discourse analysis and sociolinguistics.

The authoritative biography of Henrietta Szold, founder of Hadassah, introduces a new generation to a remarkable leader who fought for women’s rights and the poor.

Born in Baltimore in 1860, Henrietta Szold was driven from a young age by the mission captured in the concept of tikkun olam, “repair of the world.” Herself the child of immigrants, she established a night school, open to all faiths, to teach English to Russian Jews in her hometown. She became the first woman to study at the Jewish Theological Seminary, and was the first editor for the Jewish Publication Society. In 1912 she founded Hadassah, the international women’s organization dedicated to humanitarian work and community building. A passionate Zionist, Szold was troubled by the Jewish–Arab conflict in Palestine, to which she sought a peaceful and equitable solution for all.

Noted Israeli historian Dvora Hacohen captures the dramatic life of this remarkable woman. Long before anyone had heard of intersectionality, Szold maintained that her many political commitments were inseparable. She fought relentlessly for women’s place in Judaism and for health and educational networks in Mandate Palestine. As a global citizen, she championed American pacifism. Hacohen also offers a penetrating look into Szold’s personal world, revealing for the first time the psychogenic blindness that afflicted her as the result of a harrowing breakup with a famous Talmudic scholar.

Based on letters and personal diaries, many previously unpublished, as well as thousands of archival documents scattered across three continents, To Repair a Broken World provides a wide-ranging portrait of a woman who devoted herself to helping the disadvantaged and building a future free of need.