This communication examines critical issues in Jewish education curriculum development within the Conservative movement. The author employs analytical discourse to address institutional conflicts between the Jewish Theological Seminary and United Synagogue, arguing that organizational politics impede effective educational practices. The methodology involves critical analysis of existing scholarship, particularly examining the theoretical debate between Stern and Lukinsky regarding cognitive versus affective approaches to Jewish education. Key findings reveal fundamental problems in contemporary Jewish education: the inappropriate application of secular American educational frameworks to Jewish learning contexts, the absence of a coherent philosophy of Jewish education, and the institutional fragmentation that prevents collaborative curriculum development. The analysis demonstrates that current approaches to Jewish education lack philosophical foundations, resulting in what the author characterizes as directionless curriculum development. The study concludes that meaningful reform in Jewish education requires establishing a coherent educational philosophy before implementing curricular changes, and emphasizes the necessity of institutional cooperation between major Conservative movement organizations to effectively serve Jewish educational communities and students.