Studies in Jewish Education VIII: Teaching...

THIS VOLUME FOCUSES ON THE PROBLEMS OF TEACHING CLASSICAL RABBINIC TEXTS.

8 Marc Hirshman Modern editions of the Babylonian Talmud and other classical rabbinic texts have been published, and the  Oral Torah enjoys both a popularity and distribution in numbers that would, I imagine, astound our Sages. Multi- volume translations into many languages, vocalized and elucidated, these publishing feats have disseminated the rabbinic tradition into, I would guess, many tens of thousands if not hundreds of thousands of households. The entire rabbinic oeuvre is available on a CD- Rom and facsimiles of manuscripts can be obtained on the Internet. This devotion to disseminate classical rabbinic culture is accompanied, though, by a growing feeling that our ability to teach these texts has not improved. Asher Shkedi and I convened a conference in the Spring of 1999 at the Hebrew University under the joint sponsorship of the Melton Centre for Jewish Education and the Institute of Jewish Studies of the Hebrew University. The conference was devoted to rabbinic thought and its instruction, and included prominent scholars of rabbinic literature from Yale, Brown and the Hebrew University, prestigious academicians in the field of Jewish Education from The Jewish Theological Seminary, Haifa University and the Hebrew University, along with gifted teachers here in Israel. In this volume we offer a selection of those papers, specifically those relating to the educational aspects of the study of rabbinic literature. Also, we have presented a number of papers that were submitted after the conference. The range of the papers is impressive. Joseph Lukinsky opens the English section with a powerful disquisition on the implementations of Max Kadushins theories of rabbinic literature in an educational setting. This presentation finds its counterpart in Jonathan Cohens impressive  unpacking of the educational implications of the seminal work of David Weiss Halivni and Moshe Halbertal, both of whom attended the conference. Finally, Michael Gillis reflections on Levinas method of reading Talmud offer valuable insights into that great thinkers contribution to the study and teaching of Talmud. Pinchas Hayman and Avraham Walfish offer innovative and well documented approaches to teaching Tannaitic literature, with the latters emphasis on a literary approach to the Mishna. Barbara Wachs, of blessed memory, and Asher Shkedi bring us revealing qualitative studies, with the former presenting a reasoned methodology to enable further studies. David Resnick reports on the effective use of rabbinic literature in an informal college setting. Simcha Goldsmith locates talmudic literature Chapter Home  | TOC

Studies in Jewish Education VIII: Teaching Classical Rabbinic Texts


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Front MatterFront Flap Half Title Page Title PageCopyright PageTable Of ContentsIntroductionContentsTeaching ???? and the Thought of Max Kadushin - Joseph LukinskyPrologueA Brief Synthesis of the Principles of Kadushin's ThoughtThree AnalogiesThe Analogy to Grammar and LanguageHebrew Roots, an Informative ExampleThe Nimshal (application)Another Analogy: When Lawyers and Sages Find the Rule of Law. A Third Analogy: Narrative TheoryA Broader (combined) Nimshal of the Rule of Law and Narrative AnalogiesEducational Implications: A Step Towards the PracticalEpilogue: Back to Ben-ZomaA Pre-Curricular Study of Students' Attitudes Toward Family and Jewish Values as Reflected in Classroom Responses to Rabbinic Tales - Barbara WachsParticipant Observer ResearchParticipantsProcedureThe Second GroupCodingCoding TableReliabilityContentRabbinic Midrash and Jewish ValuesMETHODOLOGY AND METHOD IN THE TEACHING OF TANNAITIC LITERATURE - Pinchas HaymanStation 1 - Mishnah TextsStation 2 - Parallel Tannaitic SourcesOn Teaching the Meaning of Life - David ResnickThe TaleExplicationEducationTeachingAlternate ReadingsAcknowledgmentsReferencesUtilizing Literary Discourse and Reading Research to Understand the Difficulties of Talmud Instruction - Simcha GoldsmithDiscerning Essential from Non-Essential Information First Mention SequenceAssumed Prior KnowledgePresupposition and ReferentsHEBREW SECTIONTable Of Contents - Hebrew Back Flap Back Cover
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