Summary for Can the Curriculum Guide Both Emancipate and Educate Teachers?The article describes the impossibility of combining a clear pedagogical-content approach while also allowing autonomy for teachers using a curriculum. The main demographic (students) in which the curriculum is designed towards are the Jewish youths and their study of the Hebrew prophet, Jonah through the Book of Noah. There are 3 main curricula which are used in this study. Firstly, we have Curriculum A which was written for the Middle Grade. Next, we have Curriculum B which was written for Jewish youths living outside the country of Israel. Lastly, there is Curriculum C which was written for High School Students. Each Curriculum utilizes different books which are apt to the intellectual capacity of the students. Teachers are given the freedom to choose which curriculum that appeals most to them and carries out lesson as intended in curriculum. There are three main approaches that are kept in mind by curriculum writers as they were designing each curricula; they are the Disciplinary Approach (Curriculum A), Normative Approach (Curriculum B) and lastly Didactic Approach (Curriculum C). A clear pedagogical-content would instruct teachers on how to carry out lessons in a very methodical way; teachers are simultaneously obligated to abide the guidelines which are fastidiously laid out for them. Utilizing this method, teachers are merely followersas opposed to the words of one of the respondents on how the writers guidelines may encourage autonomy for lessons which do encourage autonomy, they dont expect teachers to pass it along like a parrot (pg. 220). Concordantly, a curriculum that is veered to solely have clear pedagogical-content is prone to be associated with allowing the least amount of autonomy in the event that a teacher does make use of such curriculum. Curriculum A is interpreted by the teachers as having most guidelines which needs to be followed therefore grants no autonomy whatsoever due to its disciplinary approach. On a side not, the majority seems to identify that Curriculum A is written with the Disciplinary Approach in mind. Apart from that, Curriculum B grants more autonomy compared to Curriculum A although the majority still attests that Curriculum B grants autonomy, however most are able to identify that it is constructed in a Normative Approach. In the words of one of the respondents (pg. 224), the objective is going to be achieved no matter how the teaching execution is undertaken, since everyone has to reach the same station. In contrast, autonomy is granted towards teachers as Curriculum C is constructed via Didactic Approach. This autonomy is made possible as most teachers view the curriculum as having instructions which are general and advised. Such curriculum is often described as blurry and vague and does not obligate any particular direction which makes teachers more prone to deviate from it hence creating his/her own autonomous plan. The writer can also be deduced as suggesting that teachers are somewhat incapable of interpreting curriculum, let alone implement it, before agreeing that curriculum writers and teachers (curriculum implementers) speak two different languages therefore what is laid out in the curriculum is hard to be interpreted by the teachers (pg. 210).