Studies in Jewish Education IV: Curriculum...

The present volume, the fourth in the series Studies in Jewish Education, is dedicated to the subject of curriculum and the teaching of Hebrew.

8 The Contributors together with Rabbi Miles Cohen, for the development of the Hebrew Language Program, and is a co- author of the materials for the program. In past years she wrote and produced numerous series of educational radio pro-grams for the Israel Broadcasting Service. SOL SCHIMMEL is a Professor of Education and Psychology at Teachers Hebrew College, Brookline, Massachusetts. His research interests are in the relation-ships between psychology and religion, and in curriculum theory and con-struction in Jewish education. Sol Schimmel has been a visiting Professor at the Melton Centre for Jewish Education at Bar Ilan University. ODED SCHREMER is a senior lecturer in the Schools of Education of Bar- Ilan University and the Hebrew University. His areas of expertise include curricu-lum planning and staff development. He also serves as Director of the Look-stein Center for Jewish Education in the Diaspora at Bar- Ilan University. MOSHE SOKOLOW is Associate Professor of Bible and Jewish Education at Yeshiva University, and Pedagogic Consultant to the Torah Education Department of the World Zionst Organization. BENNETT SOLOMON was Principal of the Hillel Academy in Swampscott, Mas-sachusetts. He also served as part- time lecturer in Jewish education for the Hornstein Program of Brandeis University, and was the founder of the Ramat El Jewish Curriculum Center, Inc. Dr. Solomon died in December 1987. Chapter Home  | TOC

Studies in Jewish Education IV: Curriculum and the teaching of Hebrew


About Book Studies in Jewish Education IV: Curriculum and the teaching of Hebrew

Front Matter Front Flap Half Title Page Title Page Copyright Page Table of Contents THE CONTRIBUTORSINTRODUCTIONContents I. CURRICULAR THEORY AND CHANGE THE TRIALS OF JEREMIAH AND SOCRATES: BIBLICAL AND GENERAL STUDIES - Sol SchimmelCurriculum IntegrationDefinitions of IntegrationReasons for Advocating Curriculum IntegrationFormats of Curriculum IntegrationThe Trials Of Jeremiah And SocratesTextual Analysis and Interpretation and the Importance of ContextSocial Justice and the Pursuit of TruthSelf-Sacrifice for an IdealFreedom of Speech and Its LimitsDeath and ImmortalityThe Nature of Divinity, Prophesy and RevelationConclusionAPPENDIX I: The Trials Of Jeremiah And Socrates QuestionsAnswersAPPENDIX II: Similarities And Differences Between Jeremiah And Socrates SimilaritiesDifferencesTHE BIBLE AND RELIGIOUS EDUCATION: A MULTI-DIMENSIONAL APPROACH - Moshe SokolowThe Case For Coordinative InquiryIntroductionThe Bible Requires InterpretationWhy Interpret? The Traditional ResponseWhat Confers Validity?Authority and Validity: The Historical MethodThe ContrastThe Religous-Educational InterestCoordinative InquiryEpilogueThe Tower Of Babel (Gen. 11:1-9): A Model For Coordinative Inquiry I. Traditional Inquiry2. Historical Inquiry3. Literary Inquiry4. Conclusion and Didactic Suggestions5. Suggestions for follow-up discussionsAfterword: The Tanakh And Its Ancient Near Eastern ContextCURRICULUM INNOVATION: WHAT JEWISH EDUCATION MUST LEARN FROM EDUCATIONAL RESEARCH - Bennett SolomonPerspectives on InnovationImplementationEffective SchoolsTransitionA Case StudySummaryFROM OUTER FORM TO INNER MEANING AND BACK AGAIN: THE METAPHORIC IMAGINATION IN JEWISH LEARNING - Steve CopelandThe Sacralized World as MetaphorThe Desacralized World as ObjectConsequences of Literal-mindedness for Jewish EducationMaimonides and MetaphorThe Questions of Apologetics and the Challenge of Cultural Interplay The Exile of Symbols from LifeThree Functions of MetaphorMetaphor's Meaning FunctionThe Problem of Critical DistanceThe Need to Combine Sacred and SecularThe Dialogic Process of Apprehending MeaningLiteral- and Figurative-mindednessThe Untranslatable Character of FormMetaphors Bridging FunctionThe Crisis of InterpretationThe Liberation Function of MetaphorPREPARING SCHOOLS FOR CURRICULAR PROJECTS - Oded E. SchremerMODERN HERMENEUTICS AND THE TEACHING OF PRAYER - Shimon OrenCONTEMPORARY JEWRY AS A CURRICULAR TOPIC FOR JEWISH EDUCATION IN ISRAEL AND THE DIASPORA: A CONCEPTUAL APPROACH AND A COURSE OF ACTION - Dalia OferII. TEACHING HEBREW THE MELTON CURRICULUM AND THE MELTON HEBREW LANGUAGE PROGRAM FOR AFTERNOON HEBREW SCHOOLS - Ruth RaphaeliIntroductionThe Melton Curriculum: Goals And SubjectsBible, Hebrew And Reading In The Melton CurriculumThe Case Against Bible in TranslationRationale for Reading Comprehension in Biblical HebrewReading as a Problem-Solving ActivityGrammar as an Aid to ComprehensionThe Interrelation Between the Bible Program and the Hebrew Program The Melton Hebrew Language ProgramThe MaterialsThe Current State of the MHLPJEWISH DAY SCHOOL PROGRAMS: AN ASSESSMENT OF LINGUISTIC PROFICIENCY AND ACADEMIC ACHIEVEMENT IN MULTILINGUAL EDUCATIONAL SETTINGS - Ellen AdivMethodThe SubjectsThe Montreal School ProgramsThe Toronto School ProgramThe Testing InstrumentsThe English Language TestsThe Mathematics TestsThe Hebrew Language TestsProcedure for Administering the Tests Procedure for the Analysis of the ResultsResultsThe English and Mathematics Test ResultsThe Hebrew Test ResultsDiscussionCHARACTERISTICS OF THE HEBREW READING PROCESS: A COMPARISON OF RABBINIC LITERATURE AND MODERN RESEARCH - Shlomo HaramatiIDEATIONAL AND IDEOLOGICAL ELEMENTS OF DESIGNING CURRICULA: HOW CRITERIA FOR SELECTING LITERARY WORKS REFLECT AND CREATE ATTITUDES - Rivka MaozHEBREW SECTIONTable of Contents - HEBREW Back Flap Back Cover
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