Any discussion of the Reform rabbinate and the academic study of Judaism presupposes some distinct notion of the primary function of a rabbi, as well as a clear definition of what Torah means in the context of our contemporary community and the new settings in which Jewish learning are presently located. Admittedly, both definitions that I offer are subjective and incomplete and arise from my own unique situation of being both an academic scholar and a Reform rabbi, as well as the son of a Reform rabbi.