Most disappointing are Gordis’ recommendations for responding to the challenges that beset liberal rabbinical schools with regard to Israel education. While he admits that it will not be easy, he offers little upon which we can build a compelling educational plan. For Gordis, the selection of students, the curriculum and assigned readings and the year of study in Israel hold out the most hope for confronting the challenges that so concern him. The level of vagueness and generality in his list of suggestions is surprising, especially for a founding Dean of a North American rabbinical school. More baffling is his insistence that “raising the flag of particularity and distinctive loyalties high and unabashedly” holds out the most hope for developing rabbis who will be lovers of Zion. The adults that we teach in our Rabbinical School are not so shallow and anti-intellectual that they would be swayed by flag waving. Commitment to Jewish particularity will not be engendered by flowery rhetoric or demagogic charisma. The pledge of allegiance has long been discarded as the method to generate deep loyalty. Thin processes of socialization will not work to nurture the souls and stimulate the minds of adults who seek thick, authentic experiences of Judaism.