Studies in Jewish Education VI: Teaching...

The emphasis of this volume is on teaching of Jewish values and the development of the curriculum.

INTRODUCTION JEWISH VALUES — AN EDUCATIONAL APPROACH TO THE JEWISH SOURCES Asher Shkedi In the summer of 1989, the Fourth International Conference on Jewish Education was held at the Hebrew University of Jeru-salem. This conference sought to summarize and assess the development of the Jewish Values project. The Jewish Values project is an attempt to develop an approach for the teaching of Jewish text to young Jews who do not see themselves, their parents, and to a large extent their communities as obligated by the Jewish tradition. This characterization of the target popula-tion places in sharp relief the common denominator among Jewish youth in our time — lack of commitment to the Jewish tradition — a description which applies to the vast majority of Jewish youth in the various communities of the Diaspora and Israel. The Initiative for the Jewish Values Project The origin of the program was in Mexico, at the Tarbut school. The board of the school, under the leadership of Dr. Jaime Constantiner, turned to the Hebrew University with a request for assistance in the development of a curriculum which would fulfill the educational needs of the students at Tarbut. A joint team comprising members of the staffs of the school and of the Melton Centre for Jewish Education in the Diaspora struggled with the problem and articulated the need to develop a new educational field: the teaching of the Jewish tradition,  or, as it was later termed, the teaching of Jewish values. 1 The  Jewish Values de-velopment team operated according to the conceptual framework 1 Hanoch Rinot, The Jewish School Striving for Change: The Tarbut- Jerusalem Project 1970- 1977 ( Hebrew), ( Jerusalem: The Hebrew University  of Jerusalem, Melton Centre for Jewish Education in the Diaspora, 1979). 9 Chapter Home  | TOC t

Studies in Jewish Education VI: Teaching Jewish Values


About Book Studies in Jewish Education VI: Teaching Jewish Values

Front Matter Front Flap Half Title Page Title Page Copyright Page Table of Contents THE CONTRIBUTORSINTRODUCTION: JEWISH VALUES AN EDUCATIONAL APPROACH TO THE JEWISH SOURCES The Initiative for the Jewish Values ProjectFocal Points of the Jewish Values ProgramApplication of these Ideas in an Educational SystemThe Jewish Values Project in Transition from Development to Testing and Publication The Papers in this VolumeSection 1: Concepts and Approaches in Jewish EducationSection 2: Curriculum and the TeacherSection 3: Implementation of Educational Programs in the FieldSection 4: Analysis of Approaches and of CurriculaContents I. CONCEPTS AND APPROACHES IN JEWISH EDUCATION COMMITMENT AND NON-COMMITMENT IN JEWISH VALUE EDUCATION - Michael RosenakTwo StoriesThe Non-Committed and Jewish ValuesBetween Hillel and Modern Jews: A Bridging Theory Volozhin, Hillel and Contemporary CommitmentsFROM OUGHT TO IS: ON THE RELATIONSHIP OF JEWISH VALUES EDUCATION TO JEWISH LIFE - David ResnickIntroductionWhat Jewish Values Means to the Jewish CommunityWhat Jewish Value Means for Jewish EducationJewish Values and the Jewish Education CommunityWhat Jewish Values Means in the JewishDisjunctions In Jewish Values EducationSteps Toward Bridging the GapJewish Values in Competitive DisequilibriumSummary and ConclusionSHOULD WE TEACH JEWISH VALUES? - Barry ChazanI. The Affirmation of Teaching Values in SchoolsII. The Affirmation of Teaching Values in Jewish EducationAgainst Teaching Values in SchoolsAn Ideological CaveatThree Categories of Reservations about Teaching ValuesPhilosophical ReservationsThe Reservations Taken TogetherShould We Attempt to Teach Values?Toward a Theory of Teaching Jewish ValuesConclusionTHE CHILD'S UNDERSTANDING OF THE AGGADIC LITERATURE - Howard DeitcherThe Aggadic LiteratureThe Aggadah as Story-FormAn Approach to Integrating Aggadic Literature into the Curriculum THE ACTUALIZATION OF JEWISH IDENTITY: RESEARCH FINDINGS AND EDUCATIONAL IMPLICATIONS - Gaby HorenczykDescription of the Research and the Main FindingsEducational ImplicationsRECENT TRENDS IN THE PHILOSOPHY OF JEWISH EDUCATION: CHAZAN, ROSENAK, AND BEYOND - H. A. AlexanderI. Philosophy and Jewish EducationThe Debate over Analytic Philosophy in EducationAnalytic and Normative Philosophies of Jewish EducationII. Chazan's Analytic Philosophy of Jewish EducationThe State of Jewish Educational ThoughtThe Goals of EducationCurriculum ContentIII. Rosenak's Normative Philosophy of Jewish EducationThe State of Jewish Educational ThoughtThe Goals of Jewish EducationCurriculum ContentIV. Philosophy in Jewish Education ReconsideredChazan's Analysis ReconsideredRosenak's Normative Philosophy ReconsideredV. Beyond Analytic and Normative Philosophy of Jewish Education II. CURRICULUM AND THE TEACHER THE TEACHER'S ROLE IN CURRICULUM REFORM - Isa AronTeaching as a ProfessionWhat is a Profession?The Legitimacy of TeachersThe Autonomy of TeachersLegitimacy and Autonomy Reinforce One AnotherTeaching as a VocationThe Teacher as a Caring PersonThe Teacher as an Integral Member of a CommunityThe Teacher as a Religious Role ModelHow Professional and/or Vocational are Jewish Teachers?SCHOOL-BASED ADAPTATION OF CURRICULUM: CONSIDERATION OF JEWISH VALUES CURRICULUM IMPLEMENTATION - Asher ShkediA. The Teacher's Role in Curriculum DevelopmentThe 1960s and 1970s The Approach of Teacher Fidelity to CurriculumThe School-Based Curriculum ApproachAn Alternative Approach: School-Based Adaptation of Curriculum ?. Involving the Teacher in Curriculum DevelopmentThe Dilemma as an Expression of Teacher Thinking CurriculumThe Dimensions of Teachers' Curriculum ThinkingThe Teacher's Dilemmas vis-a-vis ContentThe Teacher's Dilemmas vis-a-vis the Content and the MilieuTeacher's Dilemmas vis-a-vis Content and the StudentsThe Workshop LeaderMAKING 'THE PRACTICAL' REAL: THE EXPERIENCE OF THE MELTON RESEARCH CENTER IN CURRICULUM DESIGN - Barry W. HoltzIII. IMPLEMENTATION OF EDUCATIONAL PROGRAMS IN THE FIELD TEACHING JEWISH VALUES AND TEACHING JEWISH TEXTS IN A MELBOURNE JEWISH DAY SCHOOL - Michael GillisThe SettingTeaching Judaism: The DilemmaTeaching Jewish ValuesTeaching Jewish Values and the Problem of Subject MatterThe Primacy of TextsThe Language of JudaismImplementation in Our SchoolA Program in Torah she-be-al Peh A New Program of Torah she-be-al PehThe Language of Torah she-be-al Peh Implicit and Explicit MeaningsWhat are the Right Questions?The New ProgramConclusionTHE COMPUTER AS TUTEE: THE IMPLEMENTATION OF COMPUTER PROJECTS IN THE RABBINICS CURRICULUM AN EXPERIMENT THAT FAILED - Mark SmileyIntroductionAn Experiment in Jewish Day School EducationCriteria for Integrative ProjectsThe SettingProject #1: Shofar SimulationProject #2: The Hanukkah ProjectProject #3: The Kosher MachineA General Evaluation of the Curricular ExperimentThe ChildThe TeacherThe CommunityThe Subject MatterConclusionsIV. ANALYSIS OF APPROACHES AND OF CURRICULA RECENT PROPOSALS FOR THE TEACHING OF JEWISH THOUGHT: THE CONTRIBUTION OF THE JEWISH VALUES PROJECT - Jonathan CohenJUDAISM AND CHRISTIANITY: THE DEVELOPMENT OF A STUDY UNIT IN TRADITION IN THE TARBUT-JERUSALEM PROGRAM, 1974-1983 - Rafi SheniakVALUE EDUCATION IN A PLURALISTIC SOCIETY: EDUCATIONAL THOUGHT AND CURRICULAR CONTENT IN JEWISH SCHOOL SYSTEMS IN INTERWAR POLAND - Shimon FrostHEBREW SECTIONTable of Contents - HEBREW Back Flap Back Cover
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