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.

INTRODUCTION This volume includes papers delivered at the International Conference on Jewish Education held at the Hebrew University of Jerusalem in June 1984. The first collection was published two years ago, and focused upon the history and sociology of education and the teaching process. The present volume, the fourth in the series Studies in Jewish Education, is dedicated to the subject of curriculum and the teaching of Hebrew. One major challenge to Jewish education is the relationship of Jewish and general subjects within a single curriculum. The abiding temptation is to separate religious and secular spheres, thereby creating an artificial dichotomy within the schools which conflicts with the actual experience of the students. The essays of Bennett Solomon, Moshe Sokolow and Sol Schimmel confront the question of integration non- defensively, seeking to break through boundaries, widen interpretative perspectives, and, in the view of the authors, enrich understanding. Sokolow and Schimmel approach the problem of integration from the sensitive field of biblical studies and relate non-traditional sources and hermeneutic tools with the sacred text. Schimmel builds a curricular unit upon a daring comparative analysis of the trials of Jeremiah ( Book of Jeremiah, Chap. 7, 26) and Socrates, as recorded in Platos Apology. The analysis suggests contrasts and similarities on both the moral and intellectual levels, which cannot but deepen the students grasp of each text. 9 Chapter Home  | TOC

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


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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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