The widespread adoption of behavioral objectives and measurable outcomes in Jewish education threatens to reduce rich cultural transmission into mere checkboxes, as evidenced by the problematic approach of the Menorah Curriculum. Through theoretical analysis grounded in Bateson's deutero-learning theory and Polanyi's epistemological framework, a fundamental misalignment emerges between behaviorist curriculum design and the inherently communal, experiential nature of Jewish learning. The curriculum's mechanistic structure prioritizes superficial content coverage while creating meta-learning outcomes that undermine traditional Jewish pedagogical values. Most concerning is the artificial separation of cognitive and affective domains, coupled with severe constraints on teacher autonomy and creativity. A more effective approach would integrate formal and informal learning experiences within a communal model, positioning schools as facilitators of authentic Jewish community membership rather than just content delivery systems. Meaningful reform in Jewish education requires abandoning imposed behavioral objectives in favor of collaborative curriculum development that engages teachers as active creators and responds to real contextual needs of Jewish learning communities.