Conservative Jewish curricula's emphasis on aggadic interpretation over strict halakhic instruction represents a deliberate pedagogical strategy, not an educational failure as David Resnick has argued. Through analysis of the Melton and United Synagogue curriculum proposals, six dimensions of halakhic instruction emerge: practical, interpretive, legal, historical, textual, and conceptual. While these curricula contain limited direct rabbinic text study, they strategically prioritize values and meanings embedded in mitzvot to create cognitive frameworks that make religious observance accessible to secularly-raised students. The flexibility of terms like mitzvah and minhag in rabbinic literature supports this approach, contrary to Resnick's rigid interpretations. Textual analysis and pedagogical theory reveal that gradual induction into religious practice through value-concepts provides essential motivational groundwork - particularly for secular students who must first develop the impetus to engage with religious questions before halakhic answers can resonate meaningfully. Rather than undermining Jewish legal education, this aggadic foundation creates necessary scaffolding for substantive halakhic instruction.