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.

TRIALS OF JEREMIAH AND SOCRATES 19 structuring of knowledge, their modes of inquiry, and the values they reflect — his approach to integration deserves to be careful-ly considered and appreciated for its novelty and creativity. Reasons for Advocating Curriculum Integration At least seven reason may be given for the practice of curriculum integration in the Jewish school. The least intellectually compel-ling, but probably the most important reason is a pragmatic one: Since there is an insufficient amount of time available in the schedule to cover all the Judaic material that we would like to teach, we should try to incorporate as much Judaic content as possible and educationally justifiable into class sessions devoted to general studies. Furthermore, in many schools there is a scar-city of Jewish studies teachers and we have to call upon general studies teachers to teach Jewish studies as well. To the extent that it relates intelligently to the general studies teachers own field of expertise, teaching Jewish studies by integrating it with general studies may make the teacher more amenable to and appreciative of the Jewish studies he teaches. At the psychological level, integrated curricula can provide the student with a sense of harmony between his Judaic and his gen-eral world outlook. He will learn, via the curriculum, that Jew-ishness and Judaism are compatible with modernity and Western civilization. Although this argument may be valid for certain areas of knowledge and experience, it neglects the fact that there are quite a large number of areas where Judaism and contem-porary civilization are incompatible: in some cases because Ju-daism hasnt kept apace of modern science, technology, philo-sophy, or law; in others, because Judaism explicitly negates cer-tain values of modern society and civilization. In the latter in-stance, there are times when it should not be the objective of an integrated curriculum to generate in the student a sense of psy-chological harmony as a Jew in the modern world. On the con-trary, sometimes the objective of the joint consideration of Judaic and general approaches to a value, a problem, or a social institu-tion should be to make explicit where Judaism differs, and to generate conflict and disharmony between ones attitudes and feelings as a Jew and attitudes and feelings that one acquires from the secular humanistic or the Christian currents in Western civilization. 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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