Studies in Jewish Education V: Teaching...

This volume is dedicated to issues arising in the process of teaching classical Jewish texts.

PREFACE In March 1987, the Melton Centre for Jewish Education in the Diaspora, at the Hebrew University of Jerusalem, hosted an international conference on the theme of  Studying Classical Jewish Texts in the Elementary School. The conference was at-tended by academicians and practitioners from Israel, the United States, Canada, France, Switzerland, England and Argentina. The fifth volume of Studies in Jewish Education is based on pa-pers presented at this conference and other articles on related topics. Classical texts are a central component of an elementary school childs educational experience. In Jewish education, the classical Jewish texts must occupy a coveted place of honor and primacy, and serve as the vehicle for introducing the learner into the mystique and fascination of Jewish culture. When studying a classical Jewish text, the child confronts certain social, psycho-logical, theological and philosophical questions of paramount im-portance to his/ her overall development. To date, in Jewish education, our ability to forge an education-al translation of these texts or to grasp the childs understanding of these materials has been limited. This collection of scholarly materials is an attempt to meet this challenge by examining the implications of possible approaches that could be applied in the Jewish classroom. By no means does this volume claim to provide conclusive answers to the educa-tional issues being discussed. Rather, it is intended to serve as a catalytic agent in raising these questions for educational deli-beration within an academic framework. This volume has been divided into three main sections, ac-cording to subject matter. The first section deals with philosoph-ical and ideological issues related to the study of classical Jewish texts. Professor Moshe Greenberg discusses the centrality of the Hebrew language in Jewish education in general, and its implica-tions for textual study in particular; Professor Nechama Leibo-vitz poses a series of basic questions which confront the teacher of Bible in his/ her attempt to formalize a suitable approach for Bible education. The last paper in this section was submitted by 9 Chapter Home  | TOC

Studies in Jewish Education V: Teaching Classical Jewish Texts


About Book Studies in Jewish Education V: Teaching Classical Jewish Texts

Front MatterFront Flap Half Title Page Title pageCopyright PageTable Of ContentsTHE CONTRIBUTORSPREFACEINTRODUCTION JEWISH TEXTS, EDUCATION, AND IDENTITY: INSEPARABLEConceptual Orientations to the TextsContext of the TextThe Vantage Point of the ChildThe Vantage Point of the TeacherThe Classroom Roles of the TeacherPhenomenology in the Teacher's PerspectiveIn Conclusion...ContentsI. PHILOSOPHICAL AND IDEOLOGICAL ISSUES ON TEACHING THE BIBLE - Moshe GreenbergHOW TO READ A CHAPTER OF TANAKH - Nechama LeibovitzNEW MEANING IN THE ANCIENT SOURCES - Jacobus SchoneveldReferencesII. DEVELOPMENTAL ISSUES RELIGIOUS DEVELOPMENT: FOUNDATIONS, STAGES AND CONSTRUCTS - Fritz OserChanging Quality of the Relationship Between Man and Ultimate Being: Structural Core ElementsTranscendence versus ImmanenceFreedom Versus DepedencyTrust Versus FearThe Logic of Religious DevelopmentSome Remarks on Research MethodologyValidation of the Stage Concept — Outline of a Research ProgramReligious Judgement Development Across Various SamplesEducational StudiesReligious Judgement and Other Domains of DevelopmentLifestyle Development and Religiosity: Continuity and DiscontinuityStage Transformation as Life Event: A ModelThinking Back: Five Patterns of Restructuring Former Religious OrientationsTwo Case StudiesReferencesTHE DEVELOPMENT OF THE CONCEPT OF PRAYER IN JEWISH-ISRAELI CHILDREN AND ADOLESCENTS - Rina RosenbergIntroductionThe Concept of PrayerThe StudyResults and DiscussionContent AreasThe Interrelation of the Components of the Prayer ConceptProfilesThe Religious SubjectsThe Non-Religious SubjectsAGE PROFILES - SAMPLE RESPONSESDiscussion and ConclusionReferencesDEVELOPMENTAL ISSUES IN THE TEACHING OF MIDRASH - Alvan H. KaunferThe Area of Study: MidrashDevelopmental Issues Relevant to MidrashAnalysis of DataDiscussionConclusionsReferencesMORAL DEVELOPMENT AND RELIGIOUS EDUCATION - Gareth ?. MatthewsTHE CHILD'S UNDERSTANDING OF THE BIBLICAL PERSONALITY - Howard DeitcherImportance of Biblical Personalities for the Child's Study of BibleThe Uniqueness of the Biblical CharacterThe Educational Portrayal of the Biblical FigureReferencesIII. PEDAGOGIC ISSUES A TYPOLOGY FOR BIBLICAL LITERACY - Maria FrankelReading Modes and their ApplicationFluency ReadingDecipheringScanningAnalysisInterpretationConclusionsReferencesCHILDREN AND THE MIDRASHIC PROCESS - Kathy GreenA Sample LessonComments on the Sample LessonBasic Dilemmas and CautionsIn ConclusionReferencesTHE APPLICATION OF MENTAL HEALTH CONSIDERATIONS IN THE TEACHING OF BIBLE - Dvora KouboviTherapeutic TeachingMental Health Principles in Bible Teaching: Importance, Application and ProblemsMethods for the Implementation of Therapeutic TeachingDepth DiscussionIdentificationReverberationDetachmentImplicit NavigationDealing with the Possibility of a Text's Negative ImpactConsiderations Affecting the Choice of an Implementation MethodReferencesMEDIA MATERIALS AND INSTRUCTION IN THE TEACHING OF RELIGIOUS TEXT - Steven ?. BrownMaterialization ProcessSummary Schema of Materialization ProcessOverviewConcept I — Materialism and SpiritualismCategory ICategory IICategory IIIConcept II — Man and NatureCategory ICategory IICategory IIIConcept III — Social WelfareCategory ICategory IICategory IIIReferencesBack Flap Back Cover
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