Studies in Jewish Education V: Teaching...

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

INTRODUCTION 13 Aboard the plane, and sitting quite close to me, was a group of bearded and befrocked Hasidim conversing animatedly in Yid-dish, a language of learning and instruction which, incidentally, deserves more attention than it sometimes gets at conferences on Jewish education. For hours they spoke reverentially about their Rebbe and his wisdom and about what they regarded as the holy texts which usually kindle his passion and inspiration. Then, in relatively short order, I arrived at the Jerusalem Conference and experienced something akin to culture shock. It was as if I had been transported to another milieu, dramatically different from the Hasidic enclave I had just left. Beginning with the opening lectures and discussions, and continuing throughout the confer-ence,  wisdom was subtly substituted by  cognition, a cooler, more easily describable and measurable concept. And talk of  holiness,  passion, and  inspiration was all but absent in gen-eral deliberations on texts, being replaced by concerns about childrens intellectual development and the readiness levels at which they can process certain moral and academic content in text- based curriculums for Jewish schools. How unlike the per-spectives on childhood held by my Hasidic planemates ( and prob-ably by others, too) who seem to consider the young mind as some kind of vessel for receiving, retaining, fermenting, and fo-menting ideas. Neither the Hasidim, with their strict ritual observances, nor their co- religionists of the opposite, liberal persuasion, for that matter, would subscribe to many of the thoughts expressed at the conference and in the present monograph. Conversely, the con-ferees would probably reject a number of educational principles that are welcome in either of the two groups. Targeting both extremes in the hopes of striking a balance for the in- betweens is also impossible simply because they are poles apart in their ap-proach to Jewish texts, so much so that in such matters they probably resonate more harmoniously with philosophies of some non- Jewish sects than with each other. Yet they share a basic stake in Jewish education and use some of the same texts, albeit in sharply dissimilar ways, to achieve their separate goals. It is therefore important to realize that even though this volume is not meant for all segments of Jewish education, those who are ex-cluded from its intended readership are also committed to work-ing with texts in their schools, and the way they do their job 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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