Studies in Jewish Education V: Teaching...

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

10 Howard Deitcher Professor Jacobus Schoneveld, who attempts to identify certain educational guidelines and approaches which flow from the phi-losophical works of the French thinker, Emanuel Lévinas. The second section focuses on developmental issues which must be addressed in teaching classical texts to children. Profes-sor Fritz Oser submits a theory of faith development which aids the educator in selecting those texts and issues which would be most appropriate for religious teaching. In a similar vein, Rina Rosenberg reports on a study conducted with Israeli children on their understanding and appreciation of prayer; Dr. Alvan Kaunfer integrates the study of midrash with theories of cogni-tive development and discusses the educational implications of this educational field. Professor Gareth Matthews challenges, in his article, the Piagetian theory of stage development for evaluat-ing moral developments in religious education. Finally, Dr. Ho-ward Deitcher examines the way in which the young Bible reader understands the complex nature of the biblical figure and how this addresses larger philosophical and theological issues. The last section in this volume examines specific pedagogic issues of teaching classical Jewish texts to children. Maria Frankel outlines a typology for reading comprehension as it re-lates to biblical literacy; Kathy Green discusses midrashic in-terpretation as a form of biblical exegesis and then proceeds to offer an approach for its inclusion in the Jewish school curricu-lum; and Dr. Dvora Koubovi addresses the subject of litera-therapy and its application for teaching Bible to young children. In the final article, Dr. Steven Brown focuses attention on the centrality of media materials as a critical factor in teaching clas-sical Jewish texts, and shows how this medium can serve as a form of commentary to the biblical text. Several people have played a central role in bringing this pro-ject to fruition. Ben Mollov devoted much time and energy to guiding this volume to its publication. Our thanks to Yael Ober-man who assisted in the English editing. Maria Frankel shared the chairmanship of the 1987 conference, and Elaine Matlow and Noa Barkan were responsible for its administrative coordination. Professor Seymour Fox and the Jerusalem Fellows afforded me the opportunity to take advantage of the resources of the pro-gram and to devote my time to the initial research of this project. Finally, Alan Hoffmann, director of the Melton Centre for Jewish 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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