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.

THE CONTRIBUTORS ELLEN ADIV received her doctoral degree in Second Language Education from McGill University. She was a Lady Davies Fellow at the Hebrew University and a Research Officer for the Protestant School Board of Montreal, Canada. STEVEN COPELAND is a lecturer at the Melton Centre for Jewish Education in the Diaspora, the Hebrew University of Jerusalem. He received his Ph. D. from Harvard University Graduate School of Education. Previously, he was affiliat-ed with the Solomon Schechter Day School, Newton, Massachusetts, and Na־ tional Young Judaea. RIVKA MAOZ is a lecturer of Modern Hebrew Literature at the Hebrew University in the School for Overseas Students, and an academic coordinator of Hebrew literature for the Hebrew University Summer Ulpan. She also teaches Modern Hebrew Literature at Hebrew Union College of Jerusalem, and has compiled several anthologies of modern Hebrew literature in Hebrew and English. SHIMON OREN received his M. A. in Hebrew Literature, Philosophy and Psycholo-gy from the Hebrew University, and in Educational Philosophy, Curriculum Writing and Innovative Teaching Methods from Columbia University. He has been a lecturer in Education and Teaching Methods for Jewish Studies at the Melton Centre since 1968. DALIA OFER received her Ph. D. in Contemporary Jewry from the Hebrew Univer-sity. She lectures in the Institute of Contemporary Jewry, and in the School of Education — both in Teaching Certificate and at the Melton Centre. Her book Illegal Immigration during World War II will be published soon by Yad Ben Zvi Institute. RUTH RAPHAELI is a lecturer in Hebrew at the Department of Middle Eastern Languages and Cultures at Columbia University, where she is also in charge of the undergraduate program in Hebrew language. At the Melton Research Center of the Jewish Theological Seminary in New York, she is responsible, 7 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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