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.

10 Janet Aviad Sokolow presents another mode of integration by weaving together traditional, historical, and literary interpretations of the biblical tale of the tower of Babel. The compact, systematic and rich analysis demonstrates the advantages precisely for religious education, of what the author calls the  coordinative approach. Bennett Solomons paper focuses upon the inter- relationship between curriculum and the organization of the school, and stands as a memorial to the authors deep concerns as a dedicated imaginative educator. Solomon describes an experiment conducted in his own school in which faculty and students were mobilized to create the integration of general and Jewish content within various curricular units. His essay demonstrates the necessity of linking curricular and structural elements, within a climate of cross- fertilization and cooperation. Solomons argument is reinforced by Schremers contention that schools must be prepared for curricular changes. In his paper  Preparing Schools for Curricular Projects, Oded Schremer used the term  interference to describe the major school involvement he claims is necessary if curriculum developments are to be appropriate and changes successful. Steve Copelands essay,  From Outer Form to Inner Meaning and Back Again, returns us to questions raised in the papers on integration. Copeland urges that Jewish educators  open up approaches to religious tradition by suggesting its confluence with valued experiences and ideas formally external to it. In describing the functions of metaphoric interpretations Copeland explores ways to free the inner meaning of Jewish sources for contemporary young people. His claim, that through the metaphoric imagination sacred values and meanings can be conveyed and made relevant to the student today, deserves the serious attention of all concerned with the transmission and preservation of Jewish culture in the world of modernity. Shimon Orens paper adds another dimension to the issue of interpretation, claiming that the hermeneutical concept  here and now must be adapted to the teaching of prayer. Awareness of the interaction of actual life- experience, reflections upon such experience, and the act of praying must change the focus of curriculum on prayer from the text to the individual who prays. 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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