In Studies in Jewish Education 2, 136-149. The paper begins with a general discussion of Deweyan deliberation pointing out both its special virtues and its major limitations. Then it discusses the applicability of deliberation to the process of curricular decision-making in Jewish education. A Deweyan approach to curricular decision-making is couterposed to more standard model of decision-making in American education. The way in which a Deweyan approach would answer the special needs of Jewish education is examined.