Studies in Jewish Education VIII: Teaching...

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

Introduction Marc Hirshman Teuth said,  But this study King Thamus will make the Egyptians wiser and improve their memory; what I have discovered is an elixir of memory and wisdom ( Plato, Phaedrus 274c) Many if not all cultures seek to preserve and deepen their own accumu-lated wisdom. Teuth, in Socrates famous myth, is convinced that writing will catapult his culture into a higher realm. Thamus demurs, perceiving writing to be the bane of memory and probably of wisdom too. This volume of Studies in Jewish Education addresses some of the same fundamental issues raised in societies of the Mediterranean in antiquity and late antiquity, and confronts them with the educational wisdom of the past centuries. Classical rabbinic literature encompasses the extraordinarily diverse and fecundic creativity of the Jewish Sages of the first five centuries of the Common Era in Israel and Babylonia. The prevailing view is that this creativity was basically of an oral nature handed down from Sage to pupil. There is some evidence, though not undisputed, of some written works generally associated with material of a non- legal nature. This oral tradition of half a millenium was gradually edited into written versions by the end of the first millenium of the Common Era. These volumes, handed down in manuscripts, were printed at the end of the 15th and beginning of the 16th centuries, first in Spain and Italy, and became more readily available to a wider audience. Yet the classical tradition of memorizing the oral tradition has remained the hallmark of great scholars through the end of the twentieth century. Indeed, how many small Polish communities of the first half of the twentieth century, for instance, had more than one complete set of the Babylonian Talmud? Chapter Home  | TOC

Studies in Jewish Education VIII: Teaching Classical Rabbinic Texts


About Book Studies in Jewish Education VIII: Teaching Classical Rabbinic Texts

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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